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ProfessionalAdvisorySupportingStudents'MentalHealthOnNovember8,2018,theCounciloftheOntarioCollegeofTeachersapprovedthisprofessionaladvisory.
ItisintendedtohelpOntarioCertifiedTeachers(OCTs)tosupportstudentswithmentalhealthconcernsandunderstandhowtoassistintheirsupport.
ThisadvisoryappliestoallOCTs,including,butnotlimitedto,teachers,consultants,principals,vice-principals,supervisoryofficers,directorsofeducationandthoseworkinginnon-schoolboardpositions.
PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTH1IntroductionOntarioCertifiedTeachers(OCTs)supportstudents'mentalhealth.
Theresponsibilityexistsintheprofession'sethicsandlivesinitspractices.
Itresidesintheintentionsofindividualpractitionersandinthecollectivedutiesofamulti-disciplinaryteamofprofessionals.
Itentailsknowinghowtorecognizeandaddresssignsofmentalillness,understandingwheretoturnforhelp,andworkingtoavoidstigmatizationwhilepromotingwellness.
Thestigmas,ideas,pre-conceivednotions,andunderstandingofmentalhealthdiffersacrossfamiliesandcultures.
Forthepurposesofthisadvisory,theCollegehasadoptedthePublicHealthAgencyofCanada'sdefinitionofpositivementalhealthas"thecapacityofeachandallofustofeel,think,andactinwaysthatenhanceourabilitytoenjoylifeanddealwiththechallengesweface.
"Mentalhealthencapsu-latesone'sabilitytomanagethoughts,feelingsandbehaviour,makingitpossibletosetandachievegoals,createandkeeprelationships,adapttoandcopewithstressandsadness,andfeelhappiness.
Mentalillnessismorethanfeelingstressedorunwell.
Itis"adisturbanceofbrainfunctioncharacterizedbydifficultiesinthinking,mood,behaviour,perception,physicalfunctioningand/orsignalingmechanisms(orsomecombinationthereof)[that]helpusdecidewhattododaybyday.
Theyarediagnosedusinginternationallyrecognizedcriteriathatleadtosignificantimpair-mentsinday-to-dayliving(work,home,social)"1.
ThisadvisoryaimstohelpOCTsenhancetheirprofessionalknowledgeandpracticewithrespecttounderstandinghowtosupportstudents'mentalhealth.
Teachers'instructionalrolesenablethemtoobservestudentsclosely.
Theyareoftenthefirsttoseechangesinstudentbehaviour.
InthescopeoftheirpracticeasanOCT,educatorscannotdiagnoseailmentsorproposetreatment.
Educatorscan,throughawareness,understanding,experienceandinitiative,keeplearningenviron-mentsfunctional,inclusive,safeandwelcomingtoenablelearningtooccurandstudentstoexcel.
Thisadvisorywillhelpyoutouseyourprofessionaljudgmenttoidentifyandavoidpotentialrisks.
RealitiesTheWorldHealthOrganizationsaysthatmentalhealthdisorderswillbetheworld'sleadingcauseofdisabilityby20302.
OneinfiveCanadians–and1teenmentalhealth.
org/live2ChristinaBartha,ExecutiveDirector,SickKidsCentreforCommunityMentalHealth,Presentationat6thMentalHealthLawforChildren&YouthWorkshop:CommunityCollaborationinChildrenandYouthMentalHealth:Cross-SectorApproachesandChallenges,"ATaleofTwoPartnerships:Opportunities,ChallengeandChange",April9,20182PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTHoneinfivestudents–experienceamentalhealthillnessorconcerninanygivenyear.
3"Seventypercentofmentalhealthproblemshavetheironsetduringchildhoodoradolescence.
"4"Anestimated1.
2millionchildrenandyouthareaffectedbymentalillness,yetlessthan20percentreceiveappropriatetreatment".
5Further,"suicideaccountsfor24percentofalldeathsamong15-24-year-oldsinCanada"andisthesecondleadingcauseofdeathamongteens.
6Nearlyone-quarter(23.
4percent)ofFirstNationsyouthreportedpsychologicaldistressscoreswhichsuggestedthattheywerelikelytohaveamoderatetoseverementaldisorder.
7ThelifetimeprevalenceofsuicideideationandattemptsamongFirstNationsyouthwas16percentand10.
3percentrespectively.
8Thespectrumofmentalillnesscoversstudentsfromallbackgroundsandacrossallgrades.
Manylivewithillness.
Awareness,sensitivityandguidancearevitaltohelpingstudentslearn,growandadaptregardlessofobstacleorneed.
Optimalmentalhealthenablesgoodlearning.
Thatsaid,everyone,atsomepointinlife,experienceschallengesinvolvingself-esteem,interpersonalrelationships,confidence,moodandconcentration.
Theseconcernsmaybetemporaryorlasting,buttheyshouldnevergounrecognized.
3CanadianMentalHealthAssociationcmha.
ca/about-cmha/fast-facts-about-mental-illness;Children'sMentalHealthOntariocmho.
org/education-resources/teacher-resources4cmho.
org/education-resources/facts-figures5MentalHealthCommissionofCanadamentalhealthcommission.
ca/English/what-we-do/children-and-youth6CanadianMentalHealthAssociationcmha.
ca/about-cmha/fast-facts-about-mental-illness7FirstNationsRegionalHealthSurvey,Phase3,Volume1,Page70,March20188FirstNationsRegionalHealthSurvey,Phase3,Volume2,Page134,July20189Dr.
AliceCharach,Presentationat6thMentalHealthLawforChildren&YouthWorkshop:What'sTrendinginChild&YouthMentalHealth,April9,2018102017MentalHealthandWell-beingAmongOntarioStudents,CAMH,OntarioStudentDrugUseandHealthsurvey11ATurningPointforEducation:TheStudentPlatform,OntarioStudentTrustees'Association-l'Associationdesélèvesconseillersetconseillèresdel'Ontario,Jan.
10,2018,osta-aeco.
org/assets/OSTA-AECO-Student-Platform.
pdfEarlyrecognitionandinterventioniscriticalformentalhealthissuesforstudentsofallages.
Manyillnessesdevelopandpeakintheinter-mediate/secondarygrades.
Thusitisimportantthatteachersbeabletoidentifychildrenatrisk.
9Ontariostudentsratetheirmentalhealthlowerthantheirphysicalhealth–withninepercentindicatingfairorpoorphysicalhealthversus19percentexpressingfairorpoormentalhealth.
10Studentsthemselvesrecognizethegrowingneedforassistance.
In"ATurningPointforEducation:TheStudentPlatform"11,theOntarioStudentTrustees'Association-l'Asso-ciationdesélèvesconseillersetconseillèresdel'Ontario(OSTA-AECO)identifiedstudentwell-being,21stcenturylearning,andequitableaccesstoopportunitiesasthreepillarsofastrongeducationsystem.
OSTA-AECO'ssurveydatasaidthatstudentswantedtotalktosomeoneaboutamentalhealthproblembutdidnotknowwhotoapproach.
Further,OSTA-AECOsaidthatstudentaccesstosupportsforwell-beingvariedsignificantlyacrosstheprovinceandtheyrecommendedmandatorysuicideinter-ventiontrainingforguidancecounsellors.
TheRoleofOntarioCertifiedTeachersCollegemembersarearecognizedsupportintheserviceofstudents'mentalhealth.
Byunder-standingthecharacteristicsofmentalhealth,PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTH3OCTscanhelptoidentifystudentsatrisk,seekhelp,supportthemonthepathtocare,andcreatealearningenvironmentthatsupportsrecoveryandwellness.
Ontario'sMinistryofEducationsaysthat"apositiveschoolclimateandasafelearningandteachingenvironmentareessentialifstudentsaretosucceedinschool.
12TheEducationAct13requiresprincipalstoconsidermitigatingfactorswhenmakingdisciplinarydecisionsortakingaction.
ProfessionalstandardsTheCollege'sEthicalStandardsfortheTeachingProfession14andtheStandardsofPracticefortheTeachingProfession15provideamoralandpracticalframeworkforthisadvice.
DevelopedbyCollegemembersandmembersofthepublic,thestandardsguideandinformthejudgmentandpracticeofOntario'scertifiedteachers.
Wheneducatorssupportstudents'mentalhealth,theydemonstratetheethicalstandardsofcare,trust,respectandintegrity.
Theyexpresstheircommitmenttostudents'mentalhealthandlearningthroughpositiveinfluence,professionaljudgmentandempathyinpractice.
ProfessionalresponsibilitiesTheresponsibilityofOCTstosupportstudents'mentalhealthstemsnotonlyfromtheprofes-sion'sethicalandpracticestandardsbutfromstatutes,regulations,schoolboardandemployerpolicies,professionalworkplacestandardsandcommonlaw.
OCTsalsoreceiveinformationfromtheMinistryofEducation,educationfaculties,College-accreditedAdditionalQualificationcoursesandprograms,federations,andprofes-sionalassociations.
TheCollegespecificallyreferencesstudents'mentalhealthasanareaoffocusinitsAccreditationResourceGuide16forOntario'sfacultiesofeducationworkingwithteachercandidates.
Whileeducatorsarefrequentlyinapositiontoobserve,theyshouldnotattempttodiagnosementalhealthproblems.
However,theycanpromotepositivementalhealth,destigmatizeconditions,andhelptoidentifyandreportstudentsatrisk.
LegalandDisciplinaryConsiderationsLegalrights,liabilitiesandrequirementsinvolveanumberofcompetinglegalprinciplessetoutinavarietyofprovincialandfederalstatutesaswellasincommonlaw.
Theseprinciplesaddressissuessuchasageofconsent,righttoprivacy,dutyofconfidentiality,dutytoaccommodate,workplacesafety,dutytoreport17suspectedchildabuseandprofessionalobligations.
Severalactsprovideguidanceonmattersaffectingmentalhealthconcerns.
Theseincludebutmaynotbelimitedto:theEducationAct18,the12OntarioMinistryofEducationwebpage.
"SuspensionandExpulsion.
WhatParentsandStudentsNeedtoKnow.
";edu.
gov.
on.
ca/eng/safeschools/NeedtoKnowSExp.
pdf;SupportingMinds:AnEducator'sGuidetoPromotingStudents'MentalHealthandWell-being,2013;edu.
gov.
on.
ca/eng/document/reports/SupportingMinds.
pdf13R.
S.
O1990,c.
E.
2ontario.
ca/laws/statute/90e0214oct.
ca/members/know-your-college/your-professional-and-ethical-standards15oct.
ca/public/professional-standards/standards-of-practice16oct.
ca/-/media/PDF/Accreditation%20Resource%20Guide/Accreditation_Resource_Guide_EN_WEB.
pdf17Child,YouthandFamilyServicesAct,2017,S.
O.
2017,c.
14;ontario.
ca/laws/statute/17c1418R.
S.
O.
1990,c.
E.
2;ontario.
ca/laws/statute/90e024PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTHHumanRightsCode19,theMunicipalFreedomofInformationandProtectionofPrivacyAct20,theYouthCriminalJusticeAct21,andtheOccupationalHealthandSafetyAct22.
Ontario'sHealthCareConsentAct23saysthatstudentscanconsenttotheirowncareiftheyarecapableofmakingdecisions,understandtheinformationandareabletoappreciatetheconsequences.
Withsomeexceptions,everyoneispresumedcapable.
UnderthePersonalHealthInformationProtectionAct24,"capable"youthcanalsodecideifinformationaboutthemcanbeshared.
Ifastudentisdeemedincapable,thelawrequiresasubstitutedecisionmakerbeappointed,typicallyaparent25,guardianortheChildren'sAidSociety.
Teachersshouldconsultadministratorsiftheyareunsureoftheirlegalobligations.
OCTsinleadershippositionsarewisetoconsultwiththeiremployers'legaladvisorswhenlegalissuesarise.
Diagnosedmentalhealthillnessmayalsoamounttoanexceptionalitywheretheyaffectbehaviour,communicationorintellectualability.
Assuch,boardIdentification,Placement,andReviewCommitteesandschoolIndividualEducationPlansforstudentsmaycomeintoplay.
OCTsareremindedoftheirdutyofconfidenti-alityandtobecarefulinsharinginformationofasensitivenatureaboutstudents.
Studentsneedtobeabletotrustthatteachersandadminis-tratorshavetheirbestinterestsatheart.
19R.
S.
O.
1990,c.
H.
19;ontario.
ca/laws/statute/90h1920R.
S.
O.
1990,c.
M.
56;ontario.
ca/laws/statute/90m5621S.
C.
2002,c.
1;laws-lois.
justice.
gc.
ca/eng/acts/Y-1.
5/page-1.
html22R.
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O.
1990,c.
O.
1;ontario.
ca/laws/statute/90o0123S.
O.
1996,c.
2,Sched.
A;ontario.
ca/laws/statute/96h0224S.
O.
2004,c.
3,ontario.
ca/laws/statute/04p0325Inthisadvisory,'parent'meansthestudent'sparent,legallyappointedguardian,oranypersoninacustodialrolesuchasadoptiveparent,step-parent,orfosterparent.
26"TheABCsofMentalHealth";sickkidscmh.
ca/ABC/Teacher-Resource/Mental-Health-for-All-Children-and-Youth.
aspxCharacteristicsofsomementalhealthconditionsTheimpactofmentalillnessonstudentlearning,emotionalhealth,behavioursandrelationshipsmanifestsinwaysbeyondstrugglingtomeetlearningexpectations.
Studentsmayabusesubstances.
Theymaydropoutofschool.
Theymaystruggletomakeandkeepfriendsortodevelopappropriaterelationshipswithadults.
Childrenandyouth,however,oftendemonstratedifferentmoods,thoughtsandbehavioursaspartofnormalchildhooddevelopment.
OCTsshouldpayparticularattentiontointensebehav-ioursthatpersistoverlongperiods,areinappro-priateforthestudent'sage,orthatappeartointerferewiththeirlives.
Excessiveorunusualmoodsmightindicateamentalhealthissuethatrequiresconsultationandintervention.
"Onemightthinkaboutchildren'smentalhealthasonacontinuumrangingfromdevelop-mentallynormal,throughproblemsthatmaybeaddressedintheeverydaylifeoftheclassroomandtheschool,toproblemsthatrequireexpertassessmentandintensiveclinicalinterventions.
"26Signsforpossibleconcernmayinclude:significantdropsinschoolmarkschangestosleepingoreatinghabitsavoidingfriendsandfamilyfrequent,angryoutburstsPROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTH5drinkingalotand/orusingdrugsnotdoingthingstheyusuallyliketodoworryingconstantlyfrequentmoodswingsobsessionorlackofconcernaboutweight/appearancelackingenergyormotivationfeelingdownriskybehaviour.
27Behaviourssuchascutting,scratchingorburningoneself,atypicalcommentsmadetopeersorinschoolassignments,andappearingemotionallyabsentareotherpossiblesigns.
Disordersmayinclude:anxietydisorders(phobias,socialanxiety,separationanxiety/panic),obsessive-compulsivedisorders,atten-tion-deficit/hyperactivitydisorders(ADHDpresentingaspredominantlyinattentiveand/orhyperactive/impulsive);mooddisorders(depression,childhoodbipolardisorder),andeatingdisorders(anorexia,bulimia,binge-eating).
Whatyoucando:beawareoftraumaticeventsinastudent'slifeorinthecommunity,whichcantriggerchangebecognizantofhowyoutalkwithstudentsandparents/guardians.
Modellanguagethatavoidsstigmatizingmentalillnesses.
Forexample,astudentlivingwithbipolardisorderversus'He'sbipolar.
'noticewhetheryourstudentshavefriends,howmany,whotheyare(aretheyage-appropriate)andhowlongthey'vehadthemobservewhethertheyarefunctioningwellinschoolandmanagingtheirwork;describethebehavioursyousee(difficultysittingstillortakingdirection)beawareofpossiblebarrierstostudentsgettingeffectivehelpconsultwithyourprincipalorvice-principalaboutyourconcernsconsultwithexpertssuchasschoolboardpsychologistsandsocialworkers,whereavailablekeepgoodrecordsandalwaysdocument.
SupportingStudents'MentalHealth:AdvicetoMembersThemeasureofmentalwellnessisbeingproductiveindailyactivities,nurturingrela-tionships,adaptingtochange,andcopingwithstresses.
OntarioCertifiedTeachersembraceaprofessionalethicalresponsibilitytoeducatestudentsinsafe,caring,accepting,inclusiveandequitableenvironmentsandwhichhonourtheirmentalwellness,dignity,culture,languageandheritage.
Accordingly,OCTsunderstandandfollowgovernmentandemployerpolicies,procedures,protocolsandexpectations.
CreateasupportivelearningenvironmentPositiveclassroomenvironmentspromotegoodmentalhealth,helptopreventproblemsorreoccurrences,andreducetheeffectsofmentalhealthissuesonstudents'abilitytolearn.
Dothecultureandstructureswithinyourlearningenvironmentspromotestudents'mentalhealthCanstudentsandstafftalkaboutmentalillnessopenlyintermsthatdonotpromotestigmaIsthereaSchoolSupportTeamwithinformationandstrategiestosupportidentifiedstudentsoraschool-basedsupportplanthatinvolvesparents,familydoctors,socialworkers,psychologistsorothersFurthermore,arethereopportunitiesforprofessionaldevelopmentonmentalhealth27"ChildandYouthMentalHealth:SignsandSymptoms",ontario.
cmha.
ca/documents/child-and-youth-mental-health-signs-and-symptoms/6PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTHLearntorecognizebehavioursofconcernSocialinclusion,freedomfromdiscrimination,andviolenceandaccesstoeconomicresourcesarekeydeterminantsofmentalhealth.
Learntorecognizethecharacteristicsofmentalillnessinstudentsandtakeaction.
Aretherechronichealthproblems,afamilyhistoryofillnessordisorder,orfamilyconflictorintergenerationaltraumaHasafamilydoctorbeenconsultedWhenisitappropriatetoinformyourschool'shealthandwellnessteamandschooladminis-tratorsaboutyourconcernsDoyouknowthefactorsassociatedwithhigherriskofmentalhealthdifficultiesCanyoudeterminewhatconstitutesacrisis(abuse,self-harm,suicideattempts,threatstoothers)InterveneappropriatelyApproachstudentswithpotentialmentalhealthconcernswithsensitivity,empathyandunder-standing.
Usepositive,acceptinglanguageandofferpositiveoptions.
Acknowledgeanger,butdon'tacceptabusive,offensivelanguage,anddon'targue.
Askifthere'ssomeonetheyusuallygetsupportfromwhoyoucancallontheirbehalf.
Ifstudentsareatriskofharm,actimmedi-atelyaccordingtoyouremployer'spoliciesandprotocols.
Alwaysmaintainprofessionalbound-arieswhenprovidingsupport.
Asrequired,informandinvolvecolleagues,parents,andotherpara-professionals.
Otherregulatedprofessionalswhomaybeessentialinthecareanddeliveryofprogramsandservicesmayincludeaudiologists,speech-languagepathologists,occupationaltherapists,physio-therapists,psychologists,psychologicalasso-ciates,andsocialworkers.
Wheneverpossible,collaboratewithotherpartnerssuchaselders,knowledgekeepers,Indigenousorganizationsormembersofafaithcommunity.
BesensitiveRecognizeandappreciatethattheremaybecommunity,religiousandculturaldifferencesthataffectstudentandparentchoicesregardingmentalhealthillnessesandtreatment.
Validatetheirfeelingsandheartheirconcerns.
Speaksimplyandsuccinctly.
Ifnecessary,repeatthings.
Avoidlanguagethatcreatesstigma.
Allowstudentstimetoprocessinformationandtorespond.
Letthemknowyou'relistening.
Mostimportantly,demonstratepatience,calmandawillingnesstohelp.
Insomecases,itmaybehelpfultosuggestpracticessuchasyoga,jour-naling,prayer,culturalceremonies,volunteering,exercisingorconnectingwithnaturetohelpstudentsmanagestress.
ActprofessionallyAlwaysmaintainaprofessionalrelationshipwithstudentsandrecognizethateachsituationisdifferent.
Respectstudents'personalspacewhenaddressingconcernsaboutbehaviour.
Ensurethattheyunderstandwhatyoucanandcannotdoinyourrole.
Withrespecttocommuni-catingelectronicallyonlineandviasocialmedia,actonlineasyouwouldasaprofessionalinperson.
28Observe,listen,informandinvolveothers,butdonotcounselunlessthisisyourroleandyouhavetheappropriatetraining.
Aswell,donotdiscloseconfidentialinformation.
Bewareofover-careorover-steppingbound-aries.
Forexample,beawarethatsomestudentscanmisconstruehelpasintimacy.
Consultyourprincipalorvice-principalfrequently.
Professionalsalsopractiseself-care.
Recognizeyourstressorsandknowtheresourcesthatareavailabletoyou.
28ProfessionalAdvisory:UseofElectronicCommunicationandSocialMedia,OntarioCollegeofTeachers,Sept.
27,2017;oct.
ca/resources/advisories/use-of-electronic-communication-and-social-mediaPROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTH7Aself-reflectiveframeworktosupportstudents'mentalhealthReflectAskyourself:1.
WhatdoIknowaboutmentalhealthandmentalillness2.
Whataremypersonalthoughtsandbiases3.
DoIuselanguagethatisrespectfulandnon-stigmatizing4.
AmIpartofaschool-wideapproachtopromotementalhealthIsthereanunder-lyingphilosophyofrespectAreexpecta-tionsclearAreroutinespredictable5.
WhatismysupportnetworkWhocanItalkwithaboutmyconcernsatmyschool6.
DoIknowwhatprofessionaldevelopmentIneedtosupportstudents'mentalhealthandwheretoaccessit7.
DoIknowwhatmyemployer'spolicyiswithrespecttogettinghelp8.
DoIknowtheschool'smentalhealthleadand/ormentalhealthcounselorandhowtocontactthem9.
Whoelseonstaffhasinformationthatcanbeshared10.
DoImodelapositiveoutlook,understandingandacceptanceofothers'feelings,self-regulationofmyemotions,andconstructiveconflictresolution11.
DomystudentsenjoylearningandtakeaninterestinschoolactivitiesDetectAskyourself:1.
AmIawareoftheearlysignsofpossiblementalhealthconcerns,mentalillnessorsubstanceabuse2.
Isthereanidentifiablecontinuumofcareforstudents3.
Doesthestudenthave/needanIndividualEducationPlanorsafetyplan(includingsuchthingsastriggers,warningsigns,copingstrategies,supportnetwork,crisisplanandresources)4.
Arestudentsself-injuring,atriskofsuicide,oratriskofharmingothersInterveneandSupportAskyourself:1.
HaveIcreatedanenvironmentinwhichstudentsfeelsafe,valued,engagedandpurposeful2.
Whatdoesthisstudentneedtosucceed3.
Arestudentsengagedintheirowndiagnosisandtreatment/care4.
DoIhelptoremovethestigmasaroundmentalhealthandmakeiteasyforstudentstoapproachmeoracquiretheinformationtheyneed5.
HaveIcreatedapositivelearningenvironmentthatencouragescaring,respect,andacceptanceandrecognizesreligiousandculturaldifferences6.
DoIlookforopportunitiestopromotementalhealthwithinthecurriculum7.
HowcanIdevelopandimplementinstruc-tionalpracticesthatbetterservethelearningneedsofstudentswithmentalhealthissues8.
Inprovidingsupport,amImindfuloftheneedtomaintainprofessionalboundaries9.
HowdoIsupportstudentswhofeelashamedorstigmatized10.
DoIknowwhattodoandwhotocontactifastudentdisclosessuicidalactionsorthoughts8PROFESSIONALADVISORY:SUPPORTINGSTUDENTS'MENTALHEALTHReportAskyourself:1.
HaveIinformedmystudentsabouttheschool'sconfidentialitypoliciesandmydutytoreport2.
DoIknowwhotoreporttoandwhattoreport3.
DoIknowwhotoreporttoinanemergency(threatsofviolenceorsuicide)4.
DoIcollaboratewithparents,medicalprofessionalsandothercommunitymembersasneeded5.
DoIkeepmycommunicationwithparentsandstudentsprofessional,culturallyappropriateandopenInconclusionThedailyactionsofteachersandtheirpositiverelationshipswiththeirstudentsactivelypromotethementalhealthofstudents.
29It'simportantthatOCTsrolemodelforothersbymaintainingtheirownwellness.
Yourpersonalknowledgeisvaluable,butneveraspowerfulaswhenit'scombinedwiththeknowledgeofyourprofessionalpeers.
Yourcommitmenttolearningaboutandaddressingmentalhealthissuesisthebestwaytosupportstudents.
Applyyourprofessionaljudgment.
Ifyouareunsurewhetheranactionisappropriateandyouhaveaconcern,reporttoyoursupervisor.
Considerconsultingthefollowingagenciesforadditionalinformation:AboriginalHealthAccessCentresallianceon.
org/aboriginal-health-access-centresCentreforAddictionandMentalHealth[CAMH]camh.
caChildren'sMentalHealthOntario[CMHO]cmho.
orgCanadianMentalHealthAssociation[CMHA]cmha.
caOntarioMentalHealthAssociation[CMHA-Ontario]ontario.
cmha.
caMentalHealthCommissionofCanadamentalhealthcommission.
ca/EnglishSickKids'Hospital,CentreforBrainandMentalHealthsickkids.
ca/Brain-Mental-Health/index.
htmlChildren'sHospitalofEasternOntario[CHEO]cheo.
on.
ca/en/cheomentalhealthSchoolMentalHealth–ASSISTsmh-assist.
caEdCanNetworkedcan.
caEDUedu.
gov.
on.
ca/eng/parents/mentalhealth.
htmlTeenmentalhealth.
orgteenmentalhealth.
org/29TheABCsofMentalHealth.
"MentalHealthforAllChildrenandYouth"sickkidscmh.
ca/ABC/Teacher-Resource/Mental-Health-for-All-Children-and-Youth.
aspxCettepublicationestégalementdisponibleenfranaissousletitreRecommandationprofessionnelle:FavoriserlasantémentaledesélèvesForadditionalinformation:OntarioCollegeofTeachers101BloorStreetWestTorontoONM5S0A1Telephone:416-961-8800Fax:416-961-8822Toll-freeinOntario:1-888-534-2222Email:info@oct.
caoct.
ca