The Year 1 Action Plan outlines the first steps we will take to bring the priorities of the UGDSB Mental Health & Well-Being Strategy to life. Informed by student voice, family feedback, staff perspectives, community partnerships, and system data, these actions focus on strengthening belonging, improving access to support, advancing inclusive and culturally responsive practices, and fostering meaningful engagement across our school communities.

Together, these actions support a comprehensive approach to mental health and well-being that promotes positive mental health, strengthens early identification and intervention, and helps ensure students and families can access the right support at the right time.

Throughout the year, we will monitor progress, gather feedback, and reflect on what we learn to strengthen our work and respond to the evolving needs of students, families, staff, and communities.

What We Heard

Students value caring relationships, Wellness Hubs, safe spaces, prevention, and opportunities to build coping skills and resilience.

Year 1 Actions

• Continue and expand Tier 1 promotion initiatives including Kelso’s Choice (conflict resolution), School Beat (Social Emotional Learning) and My Brain Series (K-3 emotional regulation and skill development) 

• Sustain and expand Wellness Hubs, regulation spaces, and calming spaces where feasible.

• Increase mental health literacy opportunities for students, staff, and families.

• Continue classroom-based mental health promotion and substance use prevention presentations delivered by Child and Youth Counsellors in partnership with community agencies, including learning related to vaping, substance use, gambling, and healthy technology use.

• Initial implementation of CLEAR (Coaching, Leadership, Equity & Respect) program

Key Outcomes

• Student voice indicates increased well-being and engagement.

• Increased participation in promotion initiatives.

• Increased participation in substance use prevention and healthy decision-making learning opportunities.

• Family engagement participation.

What We Heard

Families and staff want clearer pathways to care, more consistent navigation processes, additional school-based supports, and improved access in rural communities.

Year 1 Actions

• Launch student- and family-friendly Pathways to Care resources.

• Create school-specific contact pathways and navigation supports.

• Develop staff Quick Guides and provide practical training.

• Review barriers related to navigation, wait times, transportation, and rural access.

• Continue to utilize Greenspace and other system data sources to monitor outcomes, evaluate services and supports, and inform evidence-informed decision-making.

• Strengthen collaborative referral and case coordination processes with community mental health and addictions partners to support timely access to appropriate care.

Key Outcomes

• Increased awareness and utilization of Pathways resources.

• Staff demonstrate confidence in referral processes for internal board supports.

• Appropriate referrals are made based on student needs.

• Students are supported throughout the referral and service navigation process.

• Decision-making and service planning are informed by measurement-based care and system data.

• Barriers to accessing mental health services are better understood and inform continuous improvement efforts.

What We Heard

Stakeholders called for stronger Indigenous partnership, culturally responsive supports, Indigenous co-development, and greater alignment between equity and mental health initiatives.

Year 1 Actions

Indigenous Partnership and Co-Development

• Establish regular implementation meetings between Mental Health and Indigenous Education leadership 

• Co-develop Indigenous well-being learning modules and facilitated discussion opportunities.

• Pilot Indigenous well-being learning with interested schools and refine based on feedback.

Equity, Human Rights and Identity-Affirming Practice

• Strengthen alignment between Mental Health and Human Rights and Equity action plans.

• Strengthen supports for students at risk of experiencing identity-based harm, discrimination, exclusion, or barriers to well-being through programs such as STRONG training and AFFIRM.

• Expand learning related to discrimination, bullying, oppressive language, and belonging, including training additional CYCs in order to expanded implementation of the Roots of Empathy Program

• Strengthen community partnerships supporting equity-deserving students.

Key Outcomes

• Strengthened collaboration with Indigenous Education and community partners to support culturally responsive and identity-affirming mental health practices.

• Strengthened alignment between Mental Health, Human Rights and Equity, and Student Support Services to advance culturally responsive, identity-affirming, and anti-oppressive practices.

• Increased implementation of equity-focused and identity-affirming mental health promotion and prevention practices

What We Heard

Students want meaningful opportunities to shape decisions. Families want clearer communication and learning opportunities. Community partners want stronger collaboration and coordinated planning.

Year 1 Actions

• Establish a Student Mental Health Advisory committee, connected to Student Senate.

• Develop targeted engagement opportunities for students who are more likely to experience identity-based harm & students with lived experience.

• Launch caregiver learning opportunities focused on mental health literacy and navigation.

• Establish engagement and implementation check-ins.

Key Outcomes

• Student voice is meaningfully integrated into mental health planning, implementation, and evaluation.

• Meaningful engagement opportunities are established for students, families, and caregivers to inform mental health planning and implementation.

• Mental health initiatives are informed by ongoing feedback from students, families, and caregivers