Promoting Mental Health at St. Clair Catholic District School Board

School Mental Health Ontario (SMH-ON) was established by the Ontario Ministry of Education as part of a province-wide commitment to promoting student mental health and well-being. Recognizing the need for a systematic and coordinated approach, the Ministry supported each school board in hiring a dedicated Mental Health Lead to guide local implementation. These Leads were tasked with advancing a set of ten organizational conditions essential for effective and sustainable mental health practices in schools. These conditions include leadership commitment, clear roles and responsibilities, collaboration with community partners, and the use of evidence-based programming. Through this structured model, SMH-ON has helped boards build capacity, ensure consistency, and create mentally healthy learning environments.

Situational Assessment: Identifying the Need

In 2014, a situational assessment conducted by the Mental Health Lead at the St. Clair Catholic District School Board (SCCDSB) revealed that while multiple mental health initiatives existed, they lacked coordination, shared goals, and alignment with evidence-based practices. This fragmentation led to confusion among students and staff and diluted the impact of these programs.

Feedback from school climate surveys—gathered from students, educators, and families—highlighted a strong need for a more unified and structured approach to mental health and well-being. Although Social Emotional Learning (SEL) programs had been introduced, implementation lacked consistency, leading to varied outcomes. In response, SCCDSB adopted a Comprehensive School Health (CSH) approach, informed by Implementation Science, to guide mental health programming aligned with system priorities, stakeholder engagement, and sustainable outcomes.

Implementing the MindUP Program

To address identified needs, SCCDSB implemented MindUP, an evidence-based SEL curriculum developed by the Goldie Hawn Foundation. The program teaches students about brain function and fosters emotional regulation, resilience, and mindfulness. MindUP lessons focus on brain areas like the prefrontal cortex, hippocampus, and amygdala, helping students understand how emotions and behaviors are regulated.

Using Implementation Science, SCCDSB followed a phased rollout:

• Exploration: Conducted readiness assessments to identify early adopters.
• Installation: Provided professional development for staff.
• Initial Implementation: Rolled out MindUP in elementary schools.
• Full Implementation: Expanded the program across grades and embedded it into daily routines.
• Sustainability: Integrated into new staff orientation and conducted annual reviews.

Teachers and the Student Support and Well-being Team collaborated to deliver core activities like the MindUP Brain Break, gratitude practices, and positive relationship-building strategies.

Demonstrated Outcomes

Since 2017, MindUP has yielded consistent, positive outcomes. Evaluations reported:

• Increased understanding of brain function and its link to emotions.
• Improved self-regulation and decision-making.
• Enhanced staff knowledge of mental health and SEL.
• Over 85% of staff and students found the program valuable.
• More frequent and effective use of SEL practices in classrooms.

Students regularly apply strategies such as mindful breathing and gratitude exercises, leading to a more supportive school environment and long-term behavioral improvements.

Below are testimonials from our community members.

Students:

“Loved it, helped my mental health.”
“Mindup was great and helped me learn about how my brain works.”

Parents:

“My child came home today and told me about their amygdala. They showed me how to be aware of it.”
“I want to support my child as they learn more about their brain in the Mindup program. I wish I had this when I went to school.”

Teachers:

“Helping our students understand how their brains affect their wellness is a key skill they need to learn.”

The Broader Impact of Social-Emotional Learning

The benefits of Social and Emotional Learning (SEL) are well-documented, with extensive research showing that SEL yields positive outcomes for students, educators, and school communities. Hundreds of studies across education, psychology, and public health fields demonstrate that high-quality, well-implemented SEL programs significantly improve student development and school success.

Evidence shows that SEL contributes to:

• Enhanced social and emotional skills, such as emotional regulation, empathy, and relationship-building (Durlak et al., 2011; CASEL, 2023).
• Higher academic achievement, with students in SEL programs outperforming peers academically by an average of 11 percentile points (Durlak et al., 2011).
• Improved mental health, including reductions in anxiety, depression, and conduct problems (Taylor et al., 2017).
• Healthier behavioral outcomes, such as better classroom behavior, decreased emotional distress, and lower rates of substance use (Jones et al., 2015).
• More positive school climates, including increased sense of belonging, stronger teacher-student relationships, and safer learning environments (Mahoney et al., 2018).
• Long-term success, with SEL linked to better outcomes in adulthood—such as employment, financial stability, and reduced criminal behavior (Jones, Greenberg, & Crowley, 2015).

This robust body of evidence reinforces SCCDSB’s investment in SEL not just as a tool for student support, but as a foundational element of education that shapes both academic and life trajectories.

Deepening SEL Integration and Building Capacity

After five years, evaluation showed the need for deeper, sustained integration of SEL practices. SCCDSB partnered with Dr. Kim Schonert-Reichl, a leading SEL researcher, to develop a community of practice involving educators, administrators, and support staff. This learning community fostered knowledge sharing, best practice development, and continuous professional growth.

Moving forward, the board adopted a multi-tiered approach, maintaining MindUP while integrating the Faith and Wellbeing in the Classroom resource.

Multi-Tiered SEL Framework

The multi-tiered SEL framework aligned with a Multi-Tiered System of Supports (MTSS) and included:

• Tier 1 (Universal Support): SEL for all students/staff using MindUP or Faith and Wellbeing. Focused on foundational skills like emotional regulation, empathy, and decision-making.
• Tier 2 (Targeted Support): Small group interventions, mental health check-ins, and additional staff coaching.
• Tier 3 (Intensive Support): Individualized plans and one-on-one counseling for students and direct support for staff.

This trauma-informed model supports equity and ensures SEL meets diverse student and staff needs.

Pilot Project and Expansion

A pilot project tested the tiered model in select schools, with positive outcomes such as increased student engagement, fewer disciplinary incidents, and improved staff well-being. Among the teachers involved in the pilot:

• 69% indicated that SEL improved their own mental health and wellbeing
• 73% experienced improvements in the classroom culture
• 83% reported improvements in their positive classroom management strategies
• 44% were able to spend more time on academics

Success led to board-wide expansion, supported by a dedicated leadership team and a SEL Learning Facilitator who provides ongoing coaching and professional development.

Continuous Improvement and Evaluation

SCCDSB maintains a strong focus on data-informed improvement. Evaluation tools—surveys, focus groups, and data analysis—track student well-being, academic achievement, and school climate. Results show growth in emotional regulation, grounding, and self-awareness, reinforcing the value of SEL in fostering inclusive, caring learning environments.

Youth Engagement as a Key Driver

Authentic youth engagement enhances SEL outcomes. SCCDSB engaged students in wellness committees, peer mentoring, and feedback processes, giving them ownership of their learning. Events like the Youth Wellness Summit empowered students with tools for resilience, relationship-building, and self-awareness.
Throughout the year, students applied SEL skills in class and in leadership roles. The Youth Wellness Celebration showcased their achievements, reinforcing the value of SEL as a foundation for academic and personal success.

Family Engagement and Community Connection

Family Nights provided opportunities for parents and caregivers to engage with SEL alongside their children. Activities focused on key themes such as empathy and mindfulness, while take-home resources such as fridge magnets helped families continue SEL practices at home. These events strengthened home-school connections and supported a holistic approach to student well-being.

In concluding, the St. Clair Catholic District School Board’s journey in promoting mental health and advancing SEL demonstrates the transformative power of a strategic, evidence-based, and collaborative approach to student and staff well-being. Grounded in the Comprehensive School Health framework and guided by Implementation Science, SCCDSB has moved from fragmented initiatives to a cohesive and sustainable SEL model that reaches every corner of the school community.

By implementing programs like MindUP, building capacity through communities of practice, launching a tiered SEL framework, and empowering both youth and families, SCCDSB is moving towards a culture where emotional wellbeing, academic success, and faith development are deeply interconnected. Student voice and leadership have been key to this success—driving meaningful change from within and helping create learning environments that are inclusive, compassionate, and grounded in dignity.

Looking ahead, SCCDSB remains committed to continuous improvement and community partnership as it refines and strengthens its mental health strategy. In doing so, the board ensures that every student and staff member is supported, valued, and prepared to thrive—emotionally, spiritually, and academically—in alignment with the Ontario Catholic Graduate Expectations and the broader mission of Catholic education.

Learn more

St. Clair Catholic SEL Journey Map

SEL Pilot Project Report

St. Anne Blenheim:

References

CASEL. (2023). What does the research say? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/what-does-the-research-say

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18–23. https://doi.org/10.1177/0031721718815668

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Meet the Expert(s)

Christine Preece

Student Mental Health Service and Mental Health & Wellbeing Systems Lead Manager, St. Clair Catholic District School Board

Christine Preece has over 30 years of experience in child and youth holistic health. She is currently the Mental Health and Wellbeing Systems Lead and Manager of Student Mental Health at St. Clair Catholic District School Board, implementing evidence-based mental health strategies through a tiered approach.

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