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Successful schools start with healthy minds
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BRIEFING Successful schools start with healthy minds
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Click to play
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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.
Acknowledgement of Country
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Session outline
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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?
Why it matters
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A whole-school approach to mental health
and wellbeing that aims to contribute to:
The aims
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The goals
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What do you think of when you hear the terms…
Physical health? Mental health?
Thinking about wellbeing
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Mental health is not mental illness
Skills to build mental health and wellbeing can be learned
Thinking about mental health
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“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)
Defining mental health and wellbeing
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Children’s mental health and wellbeing
National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)
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.
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A national priority
National Child Mental Health Survey (Sawyer et al., 2000)Australian Health Ministers (2003)
Only 1 in 4 children with a mental health difficulty receive help.
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“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.
An educational priority
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Schools with the best outcomes implemented KidsMatter as follows:
Adhered to the KidsMatter prescribed steps Had active involvement of the school
leadership team and whole staff in planning Encouraged parental involvement
Benefits linked to quality
Dix et al, 2011, Children & Adolescent Mental Health Journal
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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
Benefits of KidsMatter: students
KidsMatter Primary pilot evaluation, Flinders University 2009
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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.”
Improved academic results
Dix et al, 2011, Child & Adolescent Mental Health Journal
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Benefits for staff included:
Increased staff satisfaction
Professional learning opportunities
Improved student learning and behaviour
Benefits: Staff
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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
Benefits: schools and community
KidsMatter Primary pilot evaluation, 2009, Flinders University
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“Schools will be most successful in their
educational mission when they integrate
efforts to promote children’s academic,
social, and emotional learning.”Zins et al., 2004
An integrated ‘whole-child’ approach
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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
What’s different about KidsMatter?
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Education and health together
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KidsMatter provides
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Schools receive: A guided implementation
and planning process Essential reading Action Team Handbook Survey and planning tools E-newsletters
Implementation resources
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It’s easy to sign-up for KidsMatter professional development through the online registration process.
Professional development
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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
Support, guidance and networks
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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
Potential external supporters
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The KidsMatter Primary framework
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The guiding principles
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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
Theoretical underpinnings
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Whole-school community
All students
Students experiencingmental healthdifficulties
Promotion, prevention, early intervention
Adapted from World Health Organization (1994)
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)
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(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)
Risk and protective factors
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Adapted from Bronfenbrenner Ecological Systems theory 1977
Socio-ecological
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The whole school approach
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The four components
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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
Positive school community1COMPONENT
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All students and staff wore a red shirt on the last day of term to celebrate their work with Component 1
Whole school celebrations1COMPONENT
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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)
Social and emotional learning (SEL) 2COMPONENT
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SEL competencies
CASEL (2006)
2COMPONENT
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SEL beyond the classroom2COMPONENT
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
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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
Working with parents and carers3COMPONENT
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Welcoming and resourcing parents3COMPONENT
Some schools provide a parent space where information is shared and parents feel welcome
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Helping children experiencing mental health difficulties
Within the boundaries of their role, teachers and schools can help by:
4COMPONENT
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
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KidsMatter brings people together
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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
KidsMatter supports schools business
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The starting point
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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
For a school, this means…
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Here are the steps schools can take:
1. Gain support from school community share the Introduction to KidsMatter Primary CD
2. When you have school support, sign and submit The Statement of our Commitment
3. Establish your School Action Team read Leading and driving KidsMatter
4. Register your Action Team on KidsMatter website to attend Getting Started training read What works best
Recommended next steps
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Name:Email:Phone number:
KidsMatter website: www.kidsmatter.edu.au/primary
Evaluation Website: caef.flinders.edu.au/kidsmatter/
Thank you