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Mental Health & Well-Being

Mental health is essential to our overall well-being. ​

When we have good mental health and well-being we feel a sense of purpose, belonging, and community. We have strong and affirmed identities. Life is enjoyable. We have people who support us and we have the ability to manage everyday stresses and difficult situations. ​​

 

Well-Being and Bullying Prevention/Intervention Action Plan 2025/26

 

Well-Being Team Membership

Administrators


Nick Varricchio - Principal

Annette Markle - Vice Principal

Susan Templeton/Christa Talarowski - Vice Principal

Teacher(s) including the Human Rights and Equity advocate(s)


Alyssa Rowsell

Non-Teaching Staff Members


Joseph Enriquez - Grad Coach for Black Students

Jeff Von Zuben - School Social Worker

Parent/Guardian(s)


Roisin Pozzobon

Community Partner(s)


Public Health Nurse

Student(s)


Elevate Christian Group

Black Student Union

Muslim Student Association

Advocates of Equity

GSA

United Student Body

Best Buddies

Rotary Interact Club 

Link Crew

Well-Being Contact Person (must be a staff member)


Cassius Procter


Heather Michlik

  

Human Rights and Equity advocate(s)


Alyssa Rowsell

  



Reflecting on Data 

The greatest areas of need for individual schools will be identified through reflecting on  ‘Have Your Say’ data in the categories: Bullying, Safety, and School Climate and Sense of Belonging as outlined in the Halton District School Board's Bullying Prevention and Intervention Plan 2025-2027

Have Your Say Survey Results MMR 2024-2025


20% of students completing the survey expressed that they do NOT feel a sense of belonging at school. 


11% of students completing the survey expressed that they do NOT feel safe at school. 


11% of students completing the survey expressed that they currently have poor mental health.  



Well-Being Goals and Measures  

The goals and measures for the SIPSA Well-Being Plans have been identified for all schools based on board level data.

SIPSA Goals

  • By June 2026, there will be a 5% increase in the percentage of students that enjoy being at school while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities


  • By June 2026, there will be a 5% increase in the percentage of students that feel accepted by students at school while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities


  • By June 2026, there will be a 5% decrease in the percentage of students that have experienced social and verbal bullying while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities  


Measures

Board

  • Have Your Say Survey System Results

  • School Self Assessments

  • Administrator and Staff Feedback through Superintendent visits

Schools

  • ongoing evidence gathered through classrooms, student focus groups, school surveys

  • collection and reflections of observations, conversations and products

  • suspension data/safe school incident reporting

  • Reflection at end of year on Bullying Prevention & Intervention Plan from the school year 

  • School Self Assessment



School Actions: Reaching the Goals

Evidence-based actions to engage staff and students - focussing on what schools are to implement. 


A number of recommendations are made throughout the PPM No. 144  “Bullying Prevention and Intervention” which directly inform the development of the School Improvement Plan for Student Achievement and Well-Being (SIPSA).  All schools are required to include the following actions - for staff and students - in their Well-Being and Bullying Prevention/Intervention Action Plans.

Preventative Actions We Will Take To Support Reaching The Goals (select from the list below and add in additional school based items as reflected in your SIPSA)

  • Review the HDSB Code of Conduct with students at the start of  EACH SEMESTER, using lessons and resources to support understanding.

  • Teach students to identify the various forms of bullying, co-creating developmentally appropriate definitions that clarify the difference between rough play, conflict, and bullying.

  • Teach and apply prevention and intervention strategies, including:

  • Provide supports and regular check-ins for students who have been bullied, engaged in bullying, or witnessed bullying.

  • Engage staff in ongoing learning to consistently and immediately interrupt and address acts of racism and discrimination that they witness or have been made aware of, consistent with:

  • Implement anti-oppression and anti-racism practices

  • Adults model emotional validation with students regularly and make themselves available for supportive conversations

  • Educate staff, students, and families on Indigenous rights and human rights, including:

    • The Ontario Human Rights Code

    • UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples)

    • HDSB’s Indigenous Education Policy

  • Create and support affinity spaces (e.g., GSA, Black Student Advisory) 

  • Build healthy, supportive relationships (student–student and student–educator) and promote student voice and engagement opportunities (e.g., Well-Being Teams).

  • Foster inclusive learning environments by:

    • Using anti-colonial and critically conscious approaches to curriculum

    • Reviewing teaching/learning materials for bias, accessibility, and representation

    • Integrating culturally responsive and relevant social-emotional learning (SEL)

  • Support overall student well-being by:

    • Encouraging daily physical activity, physical education, and outdoor experiential education

    • valuing the strengths, talents and gifts that every student brings to a classroom

    • Helping students strengthen their mental health literacy

    • Strengthen school-wide accountability and harm-repair by following HDSB response protocols and ensuring adults are actively involved.

    • Teach students appropriate use of reporting methods and reinforce trusted pathways for reporting concerns to adults.

  • Engage parents, caregivers, and families as partners in well-being and bullying prevention.

  • Ensure adults know students as whole people by learning about their identities, cultures, traditions, strengths, and interests


Intervention Actions We Will Take To Support Reaching The Goals:

  • use ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying

  • respond to any student behaviour that is likely to have a negative impact on school climate or learning environments

  • staff build their competency in exploring and responding to microaggressions through applying the steps from the HDSB Discriminatory and Harmful Language Protocol  and the Bullying Prevention and Intervention Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability

  • engaging in ongoing, meaningful learning about the rights of Indigenous People and the United Nations Declaration on the Rights of Indigenous People (UNDRIP)

  • provide supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying

  • work with school and board supports to identify and reduce barriers to student engagement and success

  • adults reach out to students and their parents/caregivers when they are concerned about the student’s physical social or emotional safety and well-being

  • engage parents/caregivers in the Circle of Support by listening and valuing their expertise and knowledge of their child, sharing strategies and developing collaborative goals

  • identify and connect students to culturally relevant school supports, inclusive clubs and safe spaces

  • provide ongoing intervention and support to promote and sustain student well-being

  • provide a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)

  • follow up after bullying incidents with students, parents, teachers, and other school staff as per HDSB Bullying Response Protocol

  • participate in ongoing staff professional learning to build capacity and critical consciousness when addressing bullying 

  • understand the roles and responsibilities of principals, teachers and students



Planning School Strategies: Instruction 

Schools select a manageable balance of instructional strategies that are developmentally appropriate and focus on bullying prevention and intervention to be implemented by all staff. 

Prevention Strategies include: 

  • unchecked

co-creating developmentally appropriate definitions of the various forms of bullying
  • checked

explicitly teaching the five steps from the HDSB Discriminatory and Harmful Language Protocol  and the HDSB Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
  • checked

including students in decision making and creating opportunities for student engagement (e.g., students on the Well-Being Team, student consultation, ongoing collaboration, etc.) 
  • checked

affirming student identity, voice, and choice
  • unchecked

using proactive measures to intentionally create inclusive learning spaces for every student
  • checked

creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory)
  • unchecked

connecting with historically marginalized and racialized students (consider consultation with the Indigenous Rights and Education team as necessary for Indigenous students)
  • checked

knowing and planning for students’ strengths, areas for growth and interests
  • unchecked

using an Inclusive Design approach to planning
  • unchecked

implementing and monitoring inclusive, culturally responsive, and relevant teaching (CRRP) (The Way Forward: Halton DSB Human Rights Equity Action and Accountability Plan (2020 - 2024;  One Page That Matters: Culturally Responsive and Relevant Pedagogy) 
  • checked

highlighting equity and inclusive education principles in daily classroom instruction and school activities
  • unchecked

engaging student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code
  • unchecked

implementing and monitoring strategies for supportive learning environments and mental health literacy (Well-Being Expected Practices)
  • checked

adults model emotional validation with students regularly and make themselves available for supportive conversations



Intervention Strategies include: 

  • checked

coaching students how to effectively and intentionally interrupt and report bullying
  • checked

providing opportunities for regular check-ins with students who have been bullied, engaged in bullying or witnessed incidents of bullying, as per expectations from the HDSB Bullying Response Protocol
  • unchecked

ensuring every student can identify one caring adult in their school community 
  • checked

learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
  • checked

using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
  • checked

applying the steps from the HDSB Discriminatory and Harmful Language Protocol  and the HDSB Bullying Response Protocol  to interrupt different forms of bullying:  stop and identify;  explain; support; report; and ensure accountability 
  • checked

addressing any student behaviour that is likely to have a negative impact on school climate or learning environments
  • checked

Follow the HDSB Bullying Response Protocol to repair harm and ensure accountability
  • checked

providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying, as per the HDSB Bullying Response Protocol
  • checked

adults reaching out to students and their parents/caregivers when they are concerned about the student’s physical, social or emotional safety and well-being

 

Planning School Strategies: Student Engagement and Learning

Schools to select a manageable balance of developmentally appropriate strategies that will engage students in to learn about bullying prevention and intervention. 

Prevention Strategies include:

  • unchecked

co-creating definitions of the various forms of bullying
  • checked

identifying ways to prevent bullying in their class; in their grade; in their school
  • checked

learning and applying the five steps from the HDSB Discriminatory and Harmful Language Protocol  and the HDSB Bullying Response Protocol  to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
  • checked

everyone understanding and accepting their role and responsibilities as part of bullying prevention
  • unchecked

developing skills for healthy and respectful relationships 
  • unchecked

engaging in awareness raising strategies (e.g., social-emotional learning, empathy, development of self regulation skills)  
  • unchecked

learning through constructivist approaches (shared meaning and understanding) 
  • checked

adhering to the Responsible Use Procedures for Information and Communication Technology (ICT) regarding the use of personal electronic devices in school/classrooms
  • unchecked

using mentor texts, social stories and scenarios that align with the Selection of Instructional and Library Resources Administrative Procedure and the Bullying Prevention and Intervention Library Resource List
  • unchecked

participating in accountable talk, including CPS
  • unchecked

engaging in inquiry-based, experiential learning opportunities
  • checked

participating in Bullying Awareness and Prevention Week activities
  • checked

working with student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code and the United Nations Declaration on the Rights of Indigenous People (UNDRIP)
  • checked

engaging in opportunities related to equity and inclusive education, bullying prevention, and leadership initiatives within the school
  • unchecked

other: 

Intervention Strategies include: 

  • checked

explicitly apply the five steps from the HDSB Discriminatory and Harmful Language Protocol  and the HDSB Bullying Response Protocol    to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
  • checked

effectively interrupt and report real or perceived bullying incidents to an adult or school staff member
  • checked

report activities motivated by bias, prejudice or hate to an adult or school staff member as indicated in the  HDSB Discriminatory and Harmful Language Protocol  and the Bullying Prevention and Intervention Protocol  
  • unchecked

other:

 

Planning School Strategies: Professional Learning  

A year-long professional learning plan must be developed to ensure staff have the required knowledge and skills to lead the learning with students.   Identify topics that will be part of the professional learning plan. Professional Learning will occur through staff meetings, professional learning days, system professional learning opportunities, school based release time, self - directed Annual Learning Plans, etc.  Schools to select the activities and learning they will engage in during this learning period.

Prevention Strategies include:

  • unchecked

strengthening inclusive and culturally responsive and relevant teaching
  • checked

participate in professional learning to build capacity and critical consciousness when addressing bullying
  • unchecked

understanding and implementing a whole child approach to learning
  • checked

understanding learner profiles (e.g., academic, physical, social, emotional, cognitive, self/spirit) and how to differentiate instruction to meet individual student strengths and needs 
  • checked

reviewing teaching and learning materials and activities regularly to identify and remove barriers to accessibility, negative bias, and discrimination
  • checked

developing the skills to intentionally interrupt racism, oppression, and discrimination
  • unchecked

Implementation of identity affirming bullying prevention resources that specifically address disproportionalities and support schools in their learning and understanding of ways to engage students in increasing their cultural awareness and inclusive climates
  • unchecked

implementing inclusive design to intentionally plan for ways to challenge existing barriers to student well-being: responding to student voice;  designing instruction (CRRP); engaging parents, families, and communities; the environment as the third teacher; analyzing data; building leadership capacity
  • checked

creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory)
  • checked

engaging in ongoing learning to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been made aware of, consistent with the OCT Advisory
  • unchecked

engaging in ongoing, meaningful learning about The Way Forward - Human Rights, Action and Accountability Plan
  • unchecked

implementing culturally responsive and relevant practice to guide teaching practice (high expectations, critical consciousness (Critically Conscious Guiding Questions), and cultural competence)
  • unchecked

framing teaching and learning around the gradual release model/level of support, based on class and student profiles 
  • unchecked

learning to engage families to bring an awareness of bullying prevention and intervention strategies and to recognize the signs of bullying behaviour

Intervention Strategies include:

  • checked

understanding the Board’s comprehensive strategy to address incidents of bullying including reporting protocols (staff and student), and appropriate and timely responses
  • checked

learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
  • unchecked

using proactive measures to intentionally create inclusive learning spaces for every student
  • checked

using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
  • checked

responding to any student behaviour that is likely to have a negative impact on school climate or learning environments
  • checked

Staff build their competency in exploring and responding to microaggressions through applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and, ensure accountability. h all stakeholders 
  • checked

providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
  • checked

ensuring that for students with special education needs, interventions, supports and consequences are consistent with the child’s strengths and needs, as well as with the program goals and learning expectations documented in their Individual Education Plan (IEP)
  • unchecked

providing a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)
  • checked

following up after bullying incidents with students, parents, teachers, and other school staff as appropriate 
  • unchecked

participating in ongoing professional learning to build capacity and critical consciousness when addressing bullying 
  • checked

understanding the roles and responsibilities of principals, teachers and students

 

 

Monitoring

Schools will identify ways to monitor student well-being throughout the year by considering what will be monitored, by whom, as well as when and how it will be monitored to ensure this important work takes place. Schools must consider and plan for: conversations (e.g., with students, staff, and parents); observations (e.g., walk-throughs); and, products (e.g., intervention plans, notes). Creating intervention cycles to monitor student well-being also supports the identification of students most at risk and provides the opportunity to create intervention plans for these students who may be the bully, the victim, or a witness.

What will be monitored, and by whom?

 

Suspension Data - Admin

Trackers (Harmful Language, Cell Phone, Academic Honesty, Vaping) - Admin

HYS Data - Leadership team, Well-Being Team, and All Staff

 

What types of evidence were collected from conversations, observations and products?

 

Student, Parent, Staff Feedback

What were the greatest successes with students? What grade level(s) experienced the most success? How do you know?


TBD at End of Each School Year

What challenges were encountered? What grade level(s) experienced the most challenges? Why? How could this be improved next year? 


TBD at End of Each School Year

What are the next steps? Which students need more support? How can they best be supported? 


TBD at End of Each School Year



Monitoring Progress

School administrators and the Well-Being Team will meet on a regular basis to discuss the effectiveness of selected intervention and prevention strategies as well as the use of resources and planned professional development/.  The Well-Being Team should determine what strategies are working, what may not be working and what may need adjusting in order to keep the focus on improving student well-being.

When monitoring progress of the School Actions, consider the following questions as a reflection guide: 

What evidence of progress towards the goals were collected? 

  • checked

ongoing evidence gathered through classroom and school surveys
  • checked

collection and reflections of observations, conversations and products
  • checked

suspension data
  • checked

Have Your Say Survey data 
  • checked

school based surveys/questionnaires 
  • unchecked

other:

What successes occurred as a result of the Action Plan? What successes occurred as a result of the teaching and learning of Bullying Prevention and Intervention Strategies?

Based on the 2024-2025 school year staff reported that:

The Action Plan and bullying prevention strategies led to several positive outcomes, including reduced violence among students, greater staff consistency in addressing harmful language, and increased collaboration among staff. Teachers now model kindness more effectively, and students report feeling supported by adults in the school. A stronger sense of belonging has developed, above the board average, and students view teachers and school rules as fair. Regular reviews of the code of conduct help clarify expectations, and the Study Hall initiative has been highly successful, providing a safe and welcoming lunchtime space for students.


What resources were used to support teacher and student learning?

HDSB Provided PD Slides Decks, and Resources Found on myHDSB Safe Schools Department Website 


What professional learning was considered to be the most important and helpful?  Why?  

Based on the 2024-2025 school year staff reported that:

The most valuable professional learning included the Autism presentation, which provided practical, empathetic strategies for supporting neurodiverse students, and training on the harmful language protocol, which increased teacher confidence in addressing inappropriate language. Multicultural Week and suicide prevention, kindness initiatives, and guest speakers were also viewed positively. The Tech session was highly beneficial for understanding trades careers and promoting pathways for students, especially in Grade 9. Overall, staff emphasized that department collaboration time was the most helpful, as it allowed them to reflect, share ideas, and effectively implement new learning.


What challenges were encountered when implementing the Action Plan? Why?

Based on the 2024-2025 school year staff reported that:

Challenges in implementing the Action Plan included difficulty monitoring all school areas and staff not always being aware of incidents students reported. Staff also noted a need for better communication from administration after school-wide incidents, while maintaining privacy. Some students lacked confidence to intervene in bullying or felt unsafe doing so, and certain lessons felt forced or repetitive, leading to disengagement. Inconsistent staff responses to bullying or racism and limited time to align courses with the MYSP or incorporate explicit teaching of kindness were also identified as ongoing obstacles.


What are the next steps? What bullying prevention and intervention strategies need to change?

Based on the 2024-2025 school year staff reported that:

Next steps for 2025–2026 focus on improving student safety, belonging, and communication. Priorities include increasing washroom and lunchtime supervision, clarifying how and to whom students can report bullying, and promoting anonymous reporting options through the school website. Staff aim to boost student participation in surveys for better representation and address areas of concern such as feelings of loneliness, fairness, and adult listening.  Plans include providing stronger support for victims, taking a firmer stance on discriminatory language, and using PD time to deepen understanding of the school’s diverse community. To build a more positive culture, suggestions include recognizing acts of kindness (e.g., awards, shout-outs, Ram TV features) and reinstating brief PA announcements to foster school-wide connection without relying solely on screens.


What needs to be included in the next year’s professional learning plan?

Based on the 2024-2025 school year staff reported that:

Next year’s professional learning plan should focus on relevant, action-oriented PD tailored to MMR’s specific school culture and student needs. Staff emphasized the importance of incorporating student voice, avoiding repetitive sessions, and ensuring new teachers are included in previous learning (e.g., de-streaming). Suggested topics include cultural competency training based on real school demographic data, addressing discrimination more effectively, and planning Black History Month collaboratively during PD time.  Additional needs include technology-focused PD (e.g., Brightspace, Aspen) and opportunities to work with external groups like “Get Real” to support inclusion and school-wide engagement.