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Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools

Increasingly, the potential for school mental health programming to enhance the well-being of children and youth is being recognized and realized. When evidence-based practices in mental health promotion and prevention are adopted in a whole school manner, students show positive social emotional and...

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Detalles Bibliográficos
Autor principal: Short, Kathryn H.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4784518/
https://www.ncbi.nlm.nih.gov/pubmed/27019639
http://dx.doi.org/10.1080/14623730.2015.1088681
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author Short, Kathryn H.
author_facet Short, Kathryn H.
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description Increasingly, the potential for school mental health programming to enhance the well-being of children and youth is being recognized and realized. When evidence-based practices in mental health promotion and prevention are adopted in a whole school manner, students show positive social emotional and academic benefits. These findings have stimulated a proliferation of mental well-being programming for Canadian schools, with variability across offerings in terms of supporting evidence, costs and ease of implementation. In the absence of coordination and guidance, there has been uneven uptake of high-quality programming, resulting in a patchwork of sometimes competing efforts across our country. In order to build cohesive and sustainable evidence-based programming, intentional, explicit and systematic effort must be afforded to matters of implementation and scale-up. In Canada, School Mental Health ASSIST has been developed to provide leadership, implementation support and embeddable resources to the province of Ontario’s 72 school districts, and 5000 schools, with a view to ensuring long-term sustainability of best-in-class school mental health practices. Key elements for uptake and scale-up are described, with an implementation science lens and an emphasis on aspects that are generalizable across jurisdictions.
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spelling pubmed-47845182016-03-23 Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools Short, Kathryn H. Int J Ment Health Promot Articles Increasingly, the potential for school mental health programming to enhance the well-being of children and youth is being recognized and realized. When evidence-based practices in mental health promotion and prevention are adopted in a whole school manner, students show positive social emotional and academic benefits. These findings have stimulated a proliferation of mental well-being programming for Canadian schools, with variability across offerings in terms of supporting evidence, costs and ease of implementation. In the absence of coordination and guidance, there has been uneven uptake of high-quality programming, resulting in a patchwork of sometimes competing efforts across our country. In order to build cohesive and sustainable evidence-based programming, intentional, explicit and systematic effort must be afforded to matters of implementation and scale-up. In Canada, School Mental Health ASSIST has been developed to provide leadership, implementation support and embeddable resources to the province of Ontario’s 72 school districts, and 5000 schools, with a view to ensuring long-term sustainability of best-in-class school mental health practices. Key elements for uptake and scale-up are described, with an implementation science lens and an emphasis on aspects that are generalizable across jurisdictions. Taylor & Francis 2016-01-01 2016-02-05 /pmc/articles/PMC4784518/ /pubmed/27019639 http://dx.doi.org/10.1080/14623730.2015.1088681 Text en © 2016 The Author(s). Published by Taylor & Francis http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
spellingShingle Articles
Short, Kathryn H.
Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title_full Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title_fullStr Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title_full_unstemmed Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title_short Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools
title_sort intentional, explicit, systematic: implementation and scale-up of effective practices for supporting student mental well-being in ontario schools
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4784518/
https://www.ncbi.nlm.nih.gov/pubmed/27019639
http://dx.doi.org/10.1080/14623730.2015.1088681
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