Supporting Students’ Mental Well-being in Ontario Elementary Education

As the topic of mental health is becoming more familiarized through mainstream discourse, research is unveiling alarming statistics. Child and adolescent mental health problems are posing a national epidemic in Ontario schools. Although mental health promotion and support is a shared responsibility, teachers are increasingly called upon to support their students’ mental well-being at school. The purpose of this research study is to investigate the ways in which Ontario educators are currently supporting their students’ mental health. Four participants, all Ontario educators who have experience working with students with mental health problems, are interviewed through semi-structured interviews. Data is collected through the interviews, is analyzed and interpreted, and compared to the literature on the topic. Several themes and implications arise from the analysis process and from the current literature. It becomes clear that although there is a shared belief that teachers play a significant role in supporting students’ mental health, it does not come without its challenges. This research paper highlights the various challenges that teachers face when required to support the well-being of students, as well as effective strategies and resources currently being used. The aim of this research is to increase awareness on the topic of mental health and to illustrate the importance of early and on-going mental health promotion and support in schools