Search Results

Effectiveness of School-Based Mental Health Services for Elementary School ChildrenAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
A significant proportion of youth develop a mental disorder by adolescence, but most do not receive care. Children of racial and ethnic minorities are especially vulnerable, as they receive fewer and lower quality services. School‐based mental health interventions, where school staff assume frontline provider roles, represent a potential option to reduce these disparities.

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Do Later School Start Times Benefit the Education, Health, and Well-Being of High School Students?Author(s): Marx, R., TannerSmith, E. E., Davison, C. M., UĬolz, L. A., Freeman, J., Shankar, R., ... & Hendrikx, S. (2017)
High school students are at higher risk of sleep deprivation due to their changing brain chemistry and increased time demands. This is a concern given that even mild sleep deprivation is associated with undesirable effects, including impaired learning, slowed performance, and memory loss. To address these negative outcomes, many school systems are considering delaying school start times to promote sufficient sleep for adolescents.

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Health Promoting Schools Framework for Improving Student Health and Well-BeingAuthor(s): Langford, R., Campbell, R., Magnus, D., Bonell, C. P., Murphy, S. M., Waters, E., & Gibbs, L. F. (2011)
Child health and education are strongly related; healthy children tend to perform better in school, providing a foundation for improved health in later life. In response to the limited success of traditional health education approaches, the Health Promoting Schools (HPS) framework was developed in the late 1980s by the World Health Organization (WHO). The WHO Health Promoting Schools (HPS) framework is a potential mechanism to promote student health and well‐being by considering individual, school, and community contexts in tandem.

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Physical Activity Interventions for Depression in Children and AdolescentsAuthor(s):
Depression is the most common mental health disorder, with high rates of onset during youth. A meta-analysis was conducted in 2017 to assess the overall impact of physical activity interventions on depression in children and adolescents. Understanding the potential of physical activity in reducing depressive symptoms provides implications for policy in school settings.

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Universal School-based ‘Resilience’ Interventions and Substance UseAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
A meta‐analysis was conducted in 2017 to evaluate the effectiveness of universal school‐based ‘resilience’ interventions on tobacco, alcohol, and illicit substance use among adolescents. Interventions that address both individual resilience protective factors (e.g., self‐esteem, empathy, self‐awareness), and environmental resilience protective factors (e.g., caring family, school and community relationships) were examined.

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Preschool Predictors of Later Reading Comprehension AbilityAuthor(s): Hjetland, H. N., Brinchmann, E. I., Scherer, R., Melby‐Lervag, M. (2017)
The development of reading comprehension skills begins in childhood, and is essential for school and work success. The main outcomes assessed in the review are potential preschool predictors of later reading comprehension skills; 1) decoding (i.e. le er knowledge and phonological awareness); 2) linguistic comprehension (i.e. vocabulary and grammar); and 3) domain‐general cognitive skills (i.e. memory and nonverbal intelligence).

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Impacts of early childhood education (ECE) on educational outcomesAuthor(s): McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., et al. (2017)
Early childhood represents a critical period of cognitive and socio-emotional skill development. In an effort to promote children’s learning and educational potential, early childhood education (ECE) programs have been increasingly implemented in Western countries over recent decades. But can ECE lead to the improvement of children’s educational outcomes in middle childhood and adolescence? This research summary from the Knowledge Network for Student Well-Being (KNSWB) examines the impacts of ECE on educational outcomes.

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Facilitating Activist Education: Social and Environmental Justice in Classroom Practice to Promote Achievement, Equity, and Well-BeingAuthor(s): Niblett, B. (2017)
Activism is about bringing to life ideas regarding power, fairness, democracy, and hope. What relationships exist between activism and education? How can educators leverage these relationships to support student achievement, equity, and well-being?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

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Features of Professional Development Associated with Positive Educator and Student OutcomesAuthor(s): Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015).
Since professional development activities are vital to enhance skills and prepare educators for the demands of their profession this research summary from the Knowledge Network for Student Well-Being (KNSWB) looks at which features of professional development in-services produce positive educator and student outcomes.

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Do the Benefits of Social and Emotional Learning Programs Last?Author(s): Taylor, R. D., Oberle, E., Durlak, J. A. and Weissberg, R. P. (2017)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2017 meta-analysis of 82 school-based universal social and emotional learning programs. Findings confirm that the benefits of social-emotional learning have long-term effects for students in seven outcome areas.

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Two Years of School-Based, Culturally Relevant Mentoring Promotes Positive Mental Health for FNMI YouthAuthor(s): Crooks, C., Exner-Cortens, D., Burm, S., Lapointe, A. and Chiodo, D. (2016)
This study examined the effects of participation in a school-based, culturally relevant mentoring program on wellbeing among FNMI youth. Researchers found that...

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Cultural Connectedness and Identity Foster Resilience in FNMI YouthAuthor(s): Crooks, C., Burleigh, D. and Sisco, A. (2015)
This study explored the specific ways in which culturally relevant programming promotes resiliency in FNMI youth. Researchers found that...

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Healthy Relationships Program Improves Adolescents' Ability to Manage Peer ViolenceAuthor(s): Crooks, C., Scott, K., Broll, R., Zwarych, S., Hughes, R. and Wolfe, D. (2015)
This study investigated whether a healthy relationships program would improve students’ social and emotional skills related to knowledge about violence, critical thinking about the impact of violence, identification of coping strategies, and their
acceptability of violence. The researchers found that...

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Culturally Relevant School-Based Programming for FNMI Youth: Improved Relationships, Confidence, Leadership and School SuccessAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. and Sisco, A. (2015)
This study evaluated the Fourth R Uniting Our Nations, a school-based, culturally relevant program for FNMI youth. Results highlighted multiple positive impacts of the program. Participants reported that...

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Bullying Predicts Dating Violence & Poor Relationship QualityAuthor(s): Ellis, W. and Wolfe, D. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study showed that bullying predicts dating violence and poor relationship quality in adolescent dating relationships. These results illustrate how peer and dating relationship contexts are interconnected during adolescence. Youth who display aggression and other unhealthy behaviours in one type of relationship are likely to do so in others as well....

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School-Based Violence Prevention Program Offers a Protective Impact for Youth with Maltreatment HistoriesAuthor(s): Crooks, C., Scott, K., Ellis, W. and Wolfe, D. (2011)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This research highlights the benefits of an inexpensive school-based violence prevention program. This program demonstrates support for the reduction of dating violence among students and the protective effect for maltreated youth, lowering their likelihood of engaging in violent delinquency. These results also suggest that a short-term violence prevention program can have significant and meaningful long-term results.

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Treatment of Mental Health Disorders Among Children in Child Welfare CareAuthor(s): Stewart, S., Leschie, A., den Dunnen, W., Zalmanowitz, S., Baiden, P. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Many children and youth in the child welfare system are receiving
inadequate mental health treatment. Evidence suggests that comprehensive intervention efforts involving the child or youth, family, school, and community are required for improving behavioural functioning and placement stability.

Viewed 482 times.
Factors Related to Non-Suicidal Self-Injury (NSSI) Among Adolescents Seeking Mental Health ServicesAuthor(s): Stewart, S., Baiden, P. and Theall-Honey, L. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study examined the frequency of non-suicidal self-injury (NSSI) among adolescents with mental health needs and identified specific factors related to NSSI. Data on 2,013 adolescents were gathered from the Ontario Mental Health Reporting System using the Resident Assessment Instrument—Mental Health (RAI-MH). The researchers found increased NSSI in adolescents with mood or personality disorders, histories of abuse, substance use and intentional misuse of prescription medication, and higher rates of NSSI in females. The researchers highlighted the importance of novel findings in regards to intentional misuse of prescription medications in this population.

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Link Between Non-Suicidal Self-Injury & Suicidal BehavioursAuthor(s): Hamza, C., Stewart, S., Willoughby, T. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

NSSI and suicidal behaviours are different behaviours that often co-occur. Little attention has been given to why these behaviours are linked. Since NSSI is considered one of the most significant risk factor for suicidal behaviours, it is crucial to examine the mechanism through which this occurs. Three theories have been proposed to explain the link between NSSI and suicidal behaviours and, in this summary, an integrated model of these theories is introduced.

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Poor Peer & Family Relationships Predict Dating Violence in Adolescent GirlsAuthor(s): Chiodo, D., Crooks, C.V., Wolfe, D.A., McIsaac, C., Hughs, R., and Jaffe, P.G. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The findings from this study underscore the importance of developing early prevention programming to enhance adolescent feelings of school connectedness, positive school attitudes, and engaging in personal control to reduce the likelihood of involvement in dating violence.

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Increasing Peer Resistance Skills Through a School-Based InterventionAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R., Ellis, W. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The Fourth R is an evidence based intervention in schools that teaches youth how to have healthy relationships. Students who participate in the program learn strategies that can reduce their likelihood of engaging in peer pressure scenarios (when pressured to use drugs or alcohol, have unsafe sex, or witness peer violence perpetration at a higher rate).

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Addressing the Gap Between Service Need and Delivery of Child and Youth Mental Health ServicesAuthor(s): Schwean, V. and Rodger, S. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This paper highlights the need for ongoing innovation, development, and evaluation of public mental health policy related to child and youth mental health services. Authors proposed a vision in which demonstration and research sites partner with public health policy approaches and provide support through research and evidence informed practice.

Viewed 267 times.
Emotional Intelligence: The New Answer for Improving Teacher Efficacy and Well-BeingAuthor(s): Vesely, A., Saklofske, D., Leschied, A. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Emotional intelligence (EI) training may improve teachers’ psychological health, increase teachers’ efficacy, decrease
their stress and job dissatisfaction, and promote positive student outcomes.

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Mental health literacy curriculum in teacher Preparation Programs: Helping Teacher Candidates Meet the Mental Health Needs of StudentsAuthor(s): Roger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M., Koenig, A., Woods, M., Vandermeer, M. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The concerns of education stakeholders about teachers’ mental health literacy mirror the lack of opportunities provided in their training. There is a need for a formal mental health literacy curriculum in teacher preparation programs.

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Critical Role of Schools in Child & Youth Mental HealthAuthor(s): Leschied, A., Flett, G., and Saklofske, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Mental health problems are common yet unidentified among youth. Approximately one million youth in Canada will experience a diagnosable mental health disorder and only 4% of these youth will receive the necessary services.

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Adolescent Identity as a Buffer Against Peer Pressure & Risk BehavioursAuthor(s): Dumas, T., Ellis, W., Wolfe, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study explored whether youths’ level of identity exploration and commitment to identity would moderate the relationship between peer pressure and control and risk behaviours. Over 1,000 students completed self-report measures of identity exploration, identity commitment, risky behaviours, and experiences of peer-group pressure and control.


Viewed 232 times.
What Factors Affect Hospitalization of Youth with Mental Health Problems in Ontario?Author(s): Shannon Stewart, Chester Kam, and Phillip Baiden (2013)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

This study aimed to clarify the specific factors that affect how long youth stay in hospital for mental health problems and how likely they
are to be readmitted in the future.

Viewed 261 times.
Programs in Brief: Positive Action® ProgramAuthor(s): E-BEST, HWDSB (2013)
This "Programs in Brief" was developed by the E-BEST team at the Hamilton-Wentworth District School Board. You can view this and other summaries at the HWDSB website: http://www.hwdsb.on.ca/about/research/

Positive Action® is a social and emotional learning (SEL) program
focused on promoting social skills and personal growth in students.

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Use and Perceptions of E-Cigarettes Among Youth in CanadaAuthor(s): Czoli, C., Hammond, D. and White, C. (2014)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

The claim is that e-cigarettes deliver nicotine as effectively as regular cigarettes without the harmful chemicals, but this has yet to be proven
scientifically. Researchers looked at the rate of e-cigarette use among
Canadian youth (16-30 years), youth perceptions of e-cigarettes, and the factors associated with their use.

Viewed 201 times.
Resilient, Active, and Flourishing: Supporting Positive Mental Health and Well-Being in School CommunitiesAuthor(s): Carney, P. and Parr, M. (2014)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores how school communities can
create cultures that support positive mental health and well-being in
practical and effective ways.

Viewed 437 times.
The New Mentality: Youth-adult partnerships in community mental health promotionAuthor(s): Ramey, H. and Rose-Krasnor, L. (2015)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

Brock University researchers examined The New Mentality pilot program to explore what makes youth-adult partnerships work, and identify the potential benefit of youth-adult partnerships in child and youth community mental health promotion.

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Poverty and Schooling: Where Mindset Meets PracticeAuthor(s): Ciuffetelli Parker, D. (2015)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores how schools can address the inequities often associated with poverty and schooling.

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Effectiveness of Mindfulness Based Interventions for Youth in SchoolsAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., and Singh, N. (2015)
This summary was developed by the Knowledge Network for Student Well-Being (KNSWB). The KNSWB is a project of the Knowledge Network for Applied Education Research (KNAER).

Mindfulness‐based interventions have been broadly shown to be
effective for a variety of psycho‐social problems, and may be
effective with youth....many educators are choosing to include mindfulness exercises or practices as part of their classroom routines. A recent systematic review has examined what we know about some of the effects of mindfulness programs in school settings.

Viewed 393 times.