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Enhancing Mental Health Support in Schools: A Position Paper on the Importance CYC 825 Independent Studies Gurjeet Dhillon October 18, 2023

Introduction Being a child and youth care practitioner within any system within children’s lives takes compassion, patience, strength, love, and the ability to overturn and put our own biases and feelings aside to support those in our care. Children and youth deserve to have not only their academic goals reached while in the school system but also their overall well-being, as this ultimately supports them in overcoming challenges and gives them the ability to learn successfully in both school life and everyday life. The need to support emotional resilience, coping skills, and many other things that are linked to academics and personal lives as the United Nations article 27 states (OHCHR) “state parties recognize the right of every child to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development” (2023) which can be implemented within the school system. Child and youth care practitioners are typically within all school settings and can be seen in different areas of the community as well, they work to support children, youth and families in mental health and wellness, healthy development, life skills, substance use/abuse, all types of abuse, social adjustment, academic challenges, emotional, social, and behavioural challenges (Stuart, 2013). Practitioners are aware that Garfat, et al (2019) state we must be ready to “meet them where they are at, use intentionality, and participate with others as they live their life, as well as looking through a needs-based lens” (p.13), this meaning we are providing the necessary mental health care that is needed in the moment at the schools, having adequate supports and resources handy can support us as a unit within the school board to provide these for children and youth. Significance Statement Mental health challenges are prevalent within all systems in one’s life. Working in the Child and Youth Care field it is crucial that we acknowledge the immense significance of mental health

challenges that arise and that we address them as this is the goal of practitioners; nurturing the holistic development of children and youth and ensuring that the young people's voices are heard on every level (Brendtro et al., 2006). Child and Youth Care practitioners (CYCPs) play a vital role in supporting the development of young people and adolescents into their future which can be marked by well-being, success, and resilience. When thinking about academic success it cannot be looked at individually, there are a variety of things that play into being successful in the education setting, and mental health and well-being are a large part of that. Hughes et al., (2019) state “this is a cause for concern, especially as poor mental health appears to significantly contribute to student withdrawal and academic underachievement” (pg. 1), which resonates with why it is so important for CYCPs to ensure that the education system is providing adequate resources for youth. If individuals can understand the synergy between mental health supports and academic environments, as not to be only about performance, but rather creating a space where young people can feel safe and equipped with the necessary tools to thrive in challenging and complex situations in life, then we can better support meeting young people where they are at. CYCPs understand that students' emotional and psychological well-being is inevitably linked to academic success outcomes as “there are strong associations between child-adolescent mood, anxiety, substance use and conduct disorders with termination of schools prior to each of the educational milestones…” (Cornaglia et al., para. 9, 2015), which links to the need for more mental health supports in schools. Creating an environment that is aware of the adverse childhood experiences and family trauma life experiences that many face which can lead to many different mental health exceptionalities, provides the support for specific interventions, which in turn leads to the best plans of care/interventions (Bloom & Sreedhar, 2008). By supporting the mental health of the students in schools having comprehensive mental health care supports/plans

can go far beyond the point of academic achievement and more towards a contributing member of society. This position paper emphasizes the role of caregivers in schools as not only an educator but as nurturers of emotional well-being and resilience. Research Question/Objectives The objective of this position paper is to advocate for a comprehensive mental health support system in the education system within schools when thinking about the holistic development of young people. The goal is to underline the benefits of creating a school environment that is safe and nurturing, that provides students with the tools necessary to excel in many areas of life and not just limited to their academic success. Looking at how to effectively manage stress, anxiety, depression, and other emotional challenges that young people may face. Research Question How can schools enhance their mental health services/supports to foster resilient and successful students, that support/address academic and emotional needs in a cohesive and holistic way? Literature Review This position paper is looked at through a comprehensive review of literature that helps to identify three themes that are relevant to the position this paper proposes about mental health needs within the school system. Impact of Mental Health on Academic Performance There is a significant relationship between student's mental well-being and their academic success which has been documented through various literature. Several studies have highlighted the influence of mental health on educational achievement. As Adelman et al., (2006) discuss in their article, “Connecting various mental health agenda in major ways with the mission of

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