Mental health

Student mental health and well-being should be considered a top priority, as good mental health is fundamental to a student’s ability to learn and to succeed at school and in life.

School boards should implement a tiered approach to mental health that will support all students and target intensive help to those who have been most affected by the COVID‑19 pandemic.

Planning should include remote delivery of mental health services, using virtual care platforms, if needed.

School boards should continue to collaborate with child and youth mental health agencies to support strong connections for students requiring more intensive supports. This will ensure the best use of mental health resources and supports is made across the broader provincial integrated system of care.

A key priority of recovery is to make sure that all children return to school. School boards are to focus on reaching marginalized children to actively monitor their attendance and engagement. It is advised that remedial programs also target students who experience greater barriers to access, and when supports are provided, school boards must work to prioritize comprehensive supports that acknowledge mental health and well-being.

School boards should focus on understanding the needs of students and collaborating with community partners to deliver culturally relevant supports for students.

The Ministry of Education will share materials with school boards through an e-community that can be used to provide information and training to educators on student mental health and well-being supports.

In addition, School Mental Health Ontario, the Ministry of Education’s student mental health implementation partner, is providing school boards with comprehensive back to school resources. School board mental health leaders are able to customize the resources to address local priorities when providing professional learning to educators and other school staff prior to the return to school and during the upcoming school year.

Student supports

To ensure that students with special education needs are supported as schools reopen, school boards will need to consider additional planning and transition time for students with special education needs to support a smooth transition.

School boards should consider changes in the school environment, unique student identities and/or remote learning needs when reviewing and updating individual education plans (IEPs) and to ensure continued access to assistive technology.

The safe return of medically fragile students will be supported by boards consulting with local public health units on options for personal protective equipment, staff training, and potential continued remote learning where return is not possible. Students and parent/guardians should also consult with their health care providers.

Students should continue to have access to the community-based health and school-based rehabilitation services they need to effectively participate in learning and in school. School boards should consult their local public health units and community partners on the development of protocols that lay out the process for access, screening requirements, etc. In general, the protocols should allow registered health professionals, including rehabilitation service providers, to deliver services in-person in school when clinically appropriate, subject to public health guidance and any applicable legislative requirements. Protocols should include support for remote delivery where parents and students have elected remote learning.

School boards should be particularly aware of the local needs of children and youth in care (CYIC), as many have experienced disproportionately precarious challenges in stable learning environments. With changes of residence or guardianship that may have taken place, school administrators have the responsibility to identify these students and ensure their well-being and academic success. The Ministry of Education will support boards through funding of transportation and stability supports for children and youth in care, guidance through the Joint Protocol for Student Achievement (PDF), and ongoing collaboration with partners in local Children’s Aid Societies and the Ministry of Children, Community and Social Services.

Health and safety protocols, mental health and well-being is one of the topics for the mandatory professional activity (PA) days. Consideration to supporting students with special education needs should be integrated across all professional learning topics. To ensure readiness for the 2021-22 school year, the ministry encourages school boards to address this topic prior to the start of student instruction. The ministry will provide resources to support boards in the implementation of the PA days. Materials will be available in August through the virtual learning environment and throughout the 2021-22 school year.