Only 49% of respondents felt that wellbeing was prioritized in provincial curriculum - this is despite the fact that BC’s new K-9 curriculum includes competencies related to student personal and social development. Similarly, only 33% felt that their district prioritized wellbeing, despite the fact that some of the districts surveyed do acknowledge wellbeing in their goals. These inconsistencies may indicate a lack of clear policy and goals around supporting student and staff wellbeing, and/or challenges in communicating developments that have already been made.

Supporting the System

Taken together, our respondents felt that wellbeing should be part of the core role of schools, yet the system is still en route to making this a reality. We also asked what supports would be useful in advancing their districts’ approach to promoting the social and emotional wellbeing of students. The top themes identified were:

1) Smaller class sizes and additional support staff

Respondents suggested district funding for additional educational assistants, counsellors and smaller class sizes would be beneficial for advancing student wellbeing. In the same school year that the survey was conducted, the BCTF won a Supreme Court ruling that unlocked significant funding to reducing class sizes and add teachers and staff to support classrooms across the province.

2) District-wide professional development

Respondents noted that taking time for district-wide professional development on student social and emotional wellbeing is a key strategy. Engaging both the champions and late adopters in pro-d was noted as a challenge that also needed to be addressed.

3) Wellbeing Strategy and Policy Mandate

Having support and direction from senior leadership to guide a coherent strategy for advancing student wellbeing was noted as a key action the district could support. Without a strategy to ‘hang’ initiatives on, they’re more likely to feel like add-ons, and may be less likely to scale out across the district.

4) Increased communication and consultation

Assuring district-level change processes have adequate input from multiple stakeholders, and are well communicated was noted as a key theme in supporting the districts’ approach to promoting student wellbeing. This theme resonates with the survey data that points to communication challenges surrounding existing policy developments at the school, district and provincial levels.

5) Staff Support

An emerging body of research suggests teacher stress has significant impacts on their health, on the wellbeing and success of students, and on the school system more broadly (Greenberg et al, 2016). Supporting the well-being of teachers and school staff is thus a critical component of a systemic approach to well-being. Survey respondents suggested reducing stigma surrounding staff’s access to mental health days or services, and providing opportunities for staff to bond at the start of the year were activities that needed to be addressed in the district strategy.

Building on Momentum

Rather than a box that can be ‘checked’, embedding well-being as a district-level priority is a complex task that requires ongoing commitment, learning and nimble development. We are grateful to our survey participants and partners that share their learnings and insights with us, and inspired by the efforts of teachers, parents, students, school staff, and community partners in leading this work.

Comments/ questions? Feel free to reach out directly to me, WellAhead’s resident research and data nerd, at pmcarthur@mcconnellfoundation.ca

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