Successful schools start with healthy minds

1. Successful schools start with healthy minds

2. Click to play

3. Acknowledgement of Country 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.

4. Session outline

5. Why it matters • 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?

7. The aims A whole-school approach to mental health and wellbeing that aims to contribute to:

8. The goals

9. Thinking about wellbeing What do you think of when you hear the terms… • Physical health? • Mental health?

10. Thinking about mental health • Mental health is not mental illness • Skills to build mental health and wellbeing can be learned

11. Defining mental health and wellbeing “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)

12. Children’s mental health and wellbeing 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. National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)

13. A national priority Only 1 in 4 children with a mental health difficulty receive help. National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)

14. An educational priority “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.

15. Benefits linked to quality Schools with the best outcomes implemented KidsMatteras follows: • Adhered to the KidsMatter prescribed steps • Had active involvement of the school leadership team and whole staff in planning • Encouraged parental involvement Dix et al, 2011, Children & Adolescent Mental Health Journal

16. Benefits of KidsMatter: students 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 KidsMatter Primary pilot evaluation, Flinders University 2009

17. Improved academic results 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.” Dix et al, 2011, Child & Adolescent Mental Health Journal

18. Benefits: Staff Benefits for staff included: • Increased staff satisfaction • Professional learning opportunities • Improved student learning and behaviour

19. Benefits: schools and community 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 KidsMatter Primary pilot evaluation, 2009, Flinders University

20. An integrated ‘whole-child’ approach “Schools will be most successful in their educational mission when they integrate efforts to promote children’s academic, social, and emotional learning.” Zinset al., 2004

21. What’s different about KidsMatter? • 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

22. Education and health together

23. KidsMatter provides

24. Implementation resources Schools receive: • A guided implementation and planning process • Essential reading • Action Team Handbook • Survey and planning tools • E-newsletters

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

26. Support, guidance and networks 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

27. Potential external supporters 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

28. The KidsMatter Primary framework

29. The guiding principles

30. Theoretical underpinnings • 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

31. Promotion, prevention, early intervention Whole-school community All students Students experiencingmental healthdifficulties 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 World Health Organization (1994)

32. Risk and protective factors (adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)

33. Socio-ecological Adapted from Bronfenbrenner Ecological Systems theory 1977

34. The whole school approach

35. The four components

36. 1 Positive school community COMPONENT 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

37. 1 Whole school celebrations COMPONENT All students and staff wore a red shirt on the last day of term to celebrate their work with Component 1

38. 2 Social and emotional learning (SEL) COMPONENT 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)

39. 2 SEL competencies COMPONENT CASEL (2006)

40. 2 SEL beyond the classroom COMPONENT 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

41. 3 Working with parents and carers COMPONENT 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

42. 3 Welcoming and resourcing parents COMPONENT Some schools provide a parent space where information is shared and parents feel welcome

43. 4 Helping children experiencing mental health difficulties COMPONENT Within the boundaries of their role, teachers and schools can help by: • 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

44. KidsMatter brings people together

45. KidsMatter supports schools business • 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

46. The starting point

47. For a school, this means… • 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

48. Recommended next steps Here are the steps schools can take: • Gain support from school community share the Introduction to KidsMatter Primary CD • When you have school support, sign and submit TheStatement of our Commitment • Establish your School Action Team  read Leading and driving KidsMatter • Register your Action Team on KidsMatterwebsite to attend Getting Started training  read What works best

49. Thank you Name: Email: Phone number: • KidsMatter website: www.kidsmatter.edu.au/primary • Evaluation Website: caef.flinders.edu.au/kidsmatter/