Queen Elizabeth Secondary 22-23

Information and observations about QESS Students was gathered from the beginning of the 2021 and 2022 school years, with a focus on observing recovery from two years of pandemic learning (various instructional models and settings born out of COVID Health and Safety protocols). Students in each grade level were observed by staff over the first two months of this 2021 school year and then continuously through this past year, for their reengagement in a more “normal” learning environment, and for their emotional health and wellbeing at school. Student behaviour and engagement at home was also inquired on anecdotally with Parent Advisory Committee members. General staff convened in November of each of the past two years to discuss observations and findings, and a more focussed discussion occurred amongst the staff members on the Student Learning Plan Working Group. General observations were as follows:

• With two years of pandemic and emergency learning focus, combined with a prior trend of a continually changing composition of learners and staff, meant that we had lost hold of our sense of who our learners are.
• It was apparent that QESS students continue to be a culturally and socially diverse community with an equally diverse range of learning needs.
• Students across grades seemed to have forgotten “how to do school”. They struggled to engage with and follow the usual patterns of learning in a typical classroom. Sustaining attention and focus, as well as managing learning task timelines was a struggle.
• The QE Counseling and youth care teams observed a somewhat stunted development in our junior students (grades 8 &9). This included more significant struggle with regular learning environments as well as an apparent increase in interpersonal discord relative to past junior groups. Distress tolerance, the ability to cope with adversity and challenges, appeared to be lower for this group.

Much of these observations could have been a function of the extended period that many of these junior students had spent learning remotely or on an altered context through grade 7 or 8.

From these broad initial observations, QESS staff formed a smaller Student Learning Plan Working Group. This group met once a week in November and December of 2021 to accomplish three tasks. First, they narrowed the focus of inquiry from all students in all grades, down to grade 8 students. This made our inquiry this year more “doable” and was consistent with our school and district focus on transitions. In this case supporting successful transitions from elementary to secondary school. In evaluating areas of need, the working group also determined that more information was necessary to make good decisions around an area of focus. From that they would develop questions and determine an intervention.

It was then decided to expand the Open Parachute Mental Health Invention to all grade 8s and 9s this school year. The same prework survey was applied, along with a post intervention survey.

Considering that there was a disparity between where our grade 8 students wanted to be in their learning, unimpeded and unburdened by mental health concerns, and where they were, anxious and struggling, our focus was clear. We wanted to learn how we could support the mental wellbeing of our grade 8 and 9 students. This is our ongoing question and our challenge. Our approach in addressing these issues came in two parts.

Part 1: Counseling and PHE speakers and sessions-

This year both the counseling teams and the PHE teams brought in guest speakers to address the two grade groups around different parts of their mental health relating to their sexual orientation and gender identity, and their racial and cultural experiences. There were also specific assemblies and speakers discussing different mental health challenges such as anxiety and depression. Counselors also did follow-up visits to classes to work on good mental habits.

Part 2: Open Parachute Mental Health Series-

This is a low-barrier, high-impact lever to address grade 8 and 9 student mental health and well-being. The program provides full-lessons and supporting activities that are grade-level/age appropriate and require limited prework by teachers. They address mental health topics that are relevant for adolescent students and are non-sequential so teachers can pick lessons in response to the needs of students in their classes.

In the first year, A group of three teachers (2 teachers teaching 8s and one group working with grade 9s) took on piloting the Open Parachute lessons and activities as part of their regular weekly pattern. Beginning at the end of April and continuing through the middle of June, students engaged in lessons selected by the teacher that addressed student needs in the classroom.

This school year, the Open parachute mental health intervention was expanded to support not just all incoming grade 8 students but also last year’s grade 8s going into grade 9. Beginning in September, all grade 8 students, through their Humanities 8 classes, participated in activities and discussions designed to build awareness of their current mental health status, identify situations and states that pose difficulty for youth and understand the impact of these, on their studies. This program was delivered most often on Mondays by these teachers, earning the nickname, Mental Health Mondays. Grade 9s through their English classes engaged in the same broad program but tackled different, more developmentally appropriate topics. This was a bit of a challenge for some, as those students that got English in second semester, had to go a full term without doing work in this.

Necessary professional learning

The advantage of this particular program is that it required very little professional learning to get going for the teachers involved. As we continue with this intervention, we have the ability to scale up participation or target different groups rapidly. This focus and inquiry into improving student learning by addressing the mental health of our junior students will likely fan out into other supporting activities that may require more learning by teachers.

For instance, it would benefit our grade 10 students to do an inventory of mental health support strategies and a review of when and how to apply them in order to improve the “stickiness” of what they’ve learned in grade 8 and 9. This would necessitate some training and organization amongst grade 10 teachers.

Impact: How do we know that our plan is making a difference?

Learning within a school extends beyond specific course competencies and content. At the heart of curriculum is course competency growth. Ultimately, we want students to learn communication skills, critical and creative thinking, and build awareness of their personal and social responsibility. Expressing more interest and curiosity in areas around mental health and wellbeing demonstrates growth and learning in two aspects of this last domain of Personal and Social responsibility. As students themselves had identified their mental health and wellbeing as a hurdle to their academic success in classes, it would stand that progress in building skills and awareness in this area should have academic benefits.

It is still relatively early in this process of determining if these interventions are making a difference and more quantitative evidence of learning improvement should be targeted. We have one small trial group last year and two whole grade groups this year so far to glean evidence from.

This year, a short post survey was applied in June amongst all grade 8 and 9 students Mental Health_ Open Parachute Feedback.pdf. It was considerably less comprehensive than the initial wellbeing survey that they took in September, it did address specific feelings and growth from the Open Parachute Intervention. The sample size (almost 20%) of the grade 8 and 9 student population would suggest that the results are relevant and valuable.

In this survey, 39% of respondents indicated that they learned something or a lot about their mental health from the Open Parachute Program. The most valuable activities as rated, were the sharing in partners and in small groups. This was corroborated with anecdotal feedback from participants, such as “I really enjoyed when we would group discuss about these topics and we would give solutions for some really relatable situations.” And “I enjoyed it because it was fun and group discussion was nice”. 

Other students who volunteered to give specific feedback stated that:

“If you have a problem that is within what Open Parachute talks about or addresses, it feels like you don’t have to ask for help, it’s just there and you can listen and get something from it anonymously.”

 And

 “This program has given tools to help our wellbeing. The topics apply to what impacts our mental health”

 Indeed 38% of this year’s respondents felt that the coping strategies they learned were valuable enough that they stuck with them and they were able to apply them. Moreover, 35% of students had stated that they had since shared some of the strategies with a friend or family member.

While most respondents indicated that they’re mental health was generally the same as the beginning of the year, 28% indicated that their mental health was in fact better than before the Open Parachute program. It would be even more insightful if we were able to correlate those reporting improved mental health with those that had initially stated their mental health impacts their studies. Unfortunately, this survey tool lacks the sophistication to do this.

Still, a single intervention being able to move the needle for almost 30% of students suggests it is valuable. It may also be that for those that feel about the same, they didn’t in fact feel more anxious or stressed because of the strategies learned.

Further anecdotal responses from students indicates that:

“ I think my mental health is generally better now than it was at the beginning of the year.” 

 and

 “I’m more experienced now and have had time to work out some of the issues and make connections with teachers and other kids.” 

One teacher’s response:

Many of my high-achieving grade 9 girls really got a lot of value from the module on Honesty in Peer Groups; they liked the parts about being honest with yourself and sitting with your feelings rather than burying them. One pod really bonded over that discussion, and it was nice to see.

 Of the students who said they already knew most of what was discussed, many said they appreciated the reminder of what they already knew, and enjoyed being able to forge deeper and more supportive bonds with their classmates by discussing personal stories and sharing advice.

 …the majority of students said they thought the program was valuable. Even the students who said they didn’t learn anything “new” said they think it's a good idea to see the program expanded or to have more teachers adopt it. On Monday we’re going to vote in both classes on whether we continue working on the modules occasionally throughout the rest of the year, once weekly or something like that. I anticipate a yes from both classes, but I’ll follow their lead.

Other participant teachers concurred with these observations.

Approximately 80% of respondents felt that learning about mental health and wellbeing at school is important. 48% of student respondents felt that more class time should be committed to the Open Parachute Program in particular.