Recognizing the urgent need to address the growing mental health challenges youth face today, the Werklund School of Education is collaborating with the Calgary Board of Education (CBE) to equip support services staff with the necessary tools to sustain student wellbeing.
Recently, 25 high school guidance counsellors completed a six-day professional learning pilot conducted within the CBE. The aim was to build the capacity of staff to provide targeted support to meet the psychosocial and academic needs of students, aligned professional practices with established teaching and leadership standards, and fostered a collaborative learning network.
"Schools play a key role in supporting student mental health, as they are often the first place young people receive help," says Werklund School Professor Dr. Sharon Friesen, PhD'00, who designed and facilitated the series. "Teachers and school staff want to support their students, but they often face barriers, including a lack of training on how to recognize and respond to mental health concerns effectively."
As a result, the sessions combined research-informed strategies, reflective practice and collaborative inquiry to ensure the participants can apply their knowledge directly in school settings.
The learning program is the latest advancement in a partnership between Converge Mental Health, the University of Calgary's Centre for Wellbeing in Education and Mathison Centre for Mental Health Research & Education, which is funded through the City of Calgary's Change can't wait initiative for the purpose of reimagining positive mental health and wellbeing in schools.
A continuum of supports
Schools and school authorities in Alberta employ a four-tier support model that promotes the wellbeing of all students, while also providing interventions for individuals experiencing wellness challenges. The model ramps up from universal supports, to school supports, to intensive supports.
Informed by a recent scoping review and environmental scan, the program focused on Tier two of the model. Supports at this level are intended for students who need additional but not intensive assistance.
While these supplemental measures are tailored to the individual, possible tactics might include teaching the student behavioural strategies to aid them in recognizing and reframing negative thought patterns, structured daily check-ins with a counsellor or designated staff member or small group counselling.
These social-emotional and mental health interventions can also be complemented by academic, family and career support as needed. Friesen says that by combining strategies, school counsellors can ensure students receive appropriate and timely interventions.
During the course, counsellors explored how school-based interventions can be tailored to meet diverse student needs, their role in fostering safe and inclusive school environments and the benefits of collaborative systems in advancing student wellbeing.
In addition, they were provided with practical tools for assessing student needs, tracking progress and ensuring interventions are data informed.
For example, through scenario-based discussions, the counsellors learned how to identify students who may require targeted support and align their interventions with inclusive and student-centred practices.
"By integrating research findings with real-world applications, the series helped participants develop concrete action steps to enhance their work with students and colleagues," explains Friesen.
But what about students experiencing significant mental health challenges?
Friesen says school staff are essential in guiding these individuals to more intensive Tier three services.
"When students require supports beyond Tier 2, school counsellors act as a bridge between school-based interventions and external services. Their role is not just about making referrals but ensuring a coordinated, student-centred approach that helps each young person access the support they need to succeed."
Positive outcomes
Following the series, the counsellors were surveyed to determine the impact of the learning. The findings revealed significant gains in participant confidence, with notable improvements in creating inclusive environments, understanding targeted supports and addressing mental health needs. The sessions also helped colleagues rebuild professional networks that had faded during the pandemic.
The CBE is pleased with the progress being made.
"The change can't wait project has strengthened how we support students across the CBE," says Calgary Board of Education Superintendent of School Improvement Dr. Jennifer Turner, EdD'22. "We're already seeing positive results, with staff feeling more confident in connecting students to the right supports."
"We're grateful for our partnership with the University of Calgary, whose research and collaboration have helped make this training meaningful and effective."
