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Parent/Guardian Support

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. ​​​

Individual Support for Kindergarten - Grade 6 Students

Social workers work together with parents/caregivers, school staff, students and community providers so that students can feel well and have a positive school experience. Together a plan to support the student is developed. Social workers can help provide referrals to community organizations.

To learn more or to request the help of a social worker, parents/caregivers can ask their child’s teacher or principal. Parent/caregiver consent is required for students in these grades.  

Individual Support for Grade 7 and 8 Students

Grade 7 and 8 students are able to self-refer and receive psychotherapeutic support if they are 12 years of age and older. Social workers can help students address their needs in a goal-focused way and help support resilience. Students will be provided with identity-affirming care.

Individual Support for Students in Grade 9-12

Social workers work together with parents/caregivers, school staff, students and community providers so that students can feel well and have a positive school experience. Together a plan to support the student is developed. Social workers can help provide referrals to community organizations.

Students in Grade 9-12 can self-refer for social work support by selecting their school from the list below.​

The BEHR team has Racialized and diverse CYC’s and Social Workers who are committed to uplifting, centering, and affirming the identities of Black, Racialized, and 2S/LGBTQIA+ students. We acknowledge that students with the lived experience and intersectionalities of being Black, Racialized and 2S/LGBTQIA+ face historical and ongoing experiences of bias, feelings of isolation, not belonging and harm. This has had an impact on the mental health of students within these communities.

When an elementary student has experienced harmful Anti-Black, Anti-Islamic, Antisemitic Racism and/or Homophobia or Transphobia a request for help from a member of this team can be made through this Google Form​ or by a referral from your child’s school. Referrals will be responded to within two weeks of receiving the referral. The start of service will depend on availability.​​

A change in schools or returning to school after summer vacation, a holiday, or absence from school due to illness is a change for students and parents/caregivers. Students often experience a range of emotions from excitement, to worry, fear and sometimes sadness.

You can help your child prepare for this change by:

  • Asking how they are feeling about returning to school. Validate the feelings that they have shared.  “I hear that you have this feeling about returning to school. I can understand that feeling.” Even if you don’t share the same feeling as your child, it is important to validate their feeling.
  • Asking your child if they have any questions or concerns. Even if the concern sounds small to you - it is big to them! 
  • Helping your child to get answers to their questions or problem-solve any concerns, or to figure out how they can get answers.  “Let’s think about who could help us with this question or problem.”
  • Encouraging your child to remember the parts of school that they enjoy and are looking forward to the most. “I wonder what you are looking forward to about school?” “What’s something you are excited about?”
  • Helping your older children to make a plan to get back to routines. 
  • For younger children, starting to introduce familiar routines and a schedule that is closer to the one used during school time. “Let’s practice walking to the school today.” “Beginning next week we will have an earlier bedtime, and we will wake up earlier. This will help us be ready for the start of school.”
  • Gathering any supplies. 
  • Arranging social times with other children who go to the same school. This can help foster friendships and connections. ​​​​

Everyone’s mental health and well-being fluctuates.  It is important to take care of mental health and well-being at every level of mental health. ​

When we are feeling healthy and well, and have some stress, self-care and social supports help us to maintain our wellness.

When we are struggling and have lower levels of mental health, additional supports at school and in the community, along with self-care and social supports can help us to regain our mental health and well-being. 

When we are in a crisis, emergency services and supports are needed.

These suggestions support good mental health and well-being. In sharing this, we believe you will recognize the many ways you are already supporting your child(ren)’s mental health and well-being.

What your child or 
youth ​needs from you​

What your child or 
youth ​needs from you​
Healthy connection - spending 
t​ime together		 Spend time with your child 1:1 or as a family. Find a common/shared interest. Explore a new hobby. Bake, cook or have dinner together. What’s important is that you are together and enjoying each other’s company.
Positive role model  Because children take their cues from adults, your own well-being is very important. Try your best to convey a sense of calm. Let your children know that change is stressful. Let them see how you are practicing self-care and prioritizing your well-being. Try a new well-being strategy and invite your child to do this with you - things like reading, watching comedies or telling jokes, going for walks/being outside, meditating or helping someone, or practicing mindfulness or gratitude.
Someone to listen to them

It is important that children know that there are adults who will listen to them as they talk about their concerns, questions or fears. Ask your children if they have questions or concerns. Ask them who they can talk to at school or help them to identify someone whom they could talk to at school. 
Teach/reinforce well-being strategies 

Ask your child what well-being and coping strategies they are using and/or have found helpful in the past. Ask them how they use this strategy, and how it helps them to feel better. Encourage your child(ren) to plan to use one or more of these strategies everyday. 

Take this opportunity to teach your child new coping strategies. Deep breathing, physical activity, being in nature, mindfulness, playing a game, having fun, playing with pets, arts and crafts, journaling, practicing gratitude and listening to music are positive coping strategies.

12 Easy and Fun Activities Mental Health Activities for Elementary Students (SMHO)
Look for the positive Ask your child(ren) for examples (or share examples) of positive things. Ask them for examples (or share examples) of improvements because of the pandemic Ask your child what they are feeling hopeful about, or things that they are looking forward to. Encourage your child(ren) to think about what they can do to show kindness and be helpful to others. Note how people come together in difficult times. Can they ‘interview’ elders or seniors to learn what difficult times they have been through and how they coped? Ask/help your child to identify the ways that they have coped with the pandemic, and the lessons they have learned from this experience.
Limit exposure to overwhelming news  Frequent exposure to TV/media coverage, and/or overhearing or being exposed to continuous adult conversation can increase your child’s anxiety. Ask your child(ren) how much news media they are consuming, and suggest that they limit their viewing to approximately 30 minutes a day.
Guidance around screen time

Children and youth spend a lot of their time in front of screens including social media. Ask your child about their technology use: what do they notice about their mood and emotions? How do they feel if they are not connected to their devices? Has anything bad happened while they were online (sexting, bullying, etc.)?  Ask them, “what would you do if you weren’t on your device?” Encourage use of devices for creative and innovative purposes (a healthy way to use screen time). Consider screen free times every day.

 
Positive personal and cultural identity Strategies​

A child/teen’s Identity includes having an awareness of, and valuing, their natural physical features, attributes, abilities, gender, race and culture. While it begins with family, a child’s identity is then shaped by social and cultural contexts. Identity often changes over time through your child’s awareness and life experiences. By encouraging your child’s abilities and interests you help them to develop as their own person. When parents and other adults express love, empathy, acceptance and appreciation of the child/teen as a unique individual it fosters a positive identity and helps them to feel valued and have a sense of belonging. ​​​
Compassion, connection and hope​

​In this 2023 PIC Conference ​video by Dr. Jean Clinton she shares how families, through compassion, connection and hope, create the conditions for our children to flourish and thrive at all times, as well as challenging times.​

These resources below, and other resources found in the student section on mental health and well-being provide additional suggestions on how you can help your child care for their mental health and well-being and agencies you can contact. ​ ​ ​

Anxiety, Anxious Feelings


Black and Biracial Race Youth 


Bullying, Cyberbullying


Disordered Eating and Eating Disorders


First Nations, Indigenous, Metis, Inuit Youth


Grief, Bereavement and Loss

Learning and Thinking Differences; Neurodivergence
Newcomer Youth
Racism

Self-Injury 


Stress and Coping 

South Asian Youth
  • SOCH Mental Health aims to improve the mental health literacy of the South Asian community, start mental health conversations to break the stigma in South Asian communities and empower the community with the skills to navigate the mental health system, support loved ones, and most importantly, take a preventative approach to caring for one’s overall mental wellbeing. Also on the SOCH website you will find The Pardesi Project - a series of short films that addresses the mental health challenges that South Asian international students may experience. 
Suicide
Suicide and life promotion are two very important mental health concerns. You may be experiencing thoughts of suicide, or know someone who is having these thoughts. You may have experienced the death of someone by suicide. There is help available. ​

9-8-8: Suicide Crisis HelplineIf you or someone you know is thinking about suicide, call or text 9-8-8. Help is available 24 hours a day, 7 days a week.9-8-​8: Suicide Crisis Helpline​ offers support that is:

  • bilingual
  • trauma-informed 
  • culturally appropriate 
  • available to anyone in Canada​

​If you, or someone you know is in crisis call KidsHelp Phone
Call a Counsellor: 1-800-668-6868
Text a Counsellor: 686868
Live Chat:https://kidshelpphone.ca/live-chat/ or
ROCK Crisis Line at 905-878-9785 is available 24 hours a day/7 days a week or call 911 now if someone is attempting to die by suicide. ​​

 


Technology, Social Media 

Trauma

Tragic Events/Concerning World Events

Well-Being Strategies 

2SLGBTQIA+

Are their thoughts, feelings and behaviours:

Intense? These aren’t mild, everyday fluctuations. They’re stronger and more  persistent thoughts, feelings, and behaviours than the usual ups and downs of life.

Long-lasting? They’re having a consistent or lingering presence over weeks, months, or longer. Many professionals suggest that anything that’s lasted two weeks or longer can be cause for concern.

Having a big impact? They’re beginning to have negative consequences in one’s life, possibly interfering with someone’s ability to function and/or meet their everyday goals.​

At the Halton District School Board, there is a Circle of Support ​for every student. The Circle of Support begins with the student, parent/caregiver and educator. For every student, educators and other staff provide relationships, classroom environments and classroom instruction that promotes mental health and well-being. As a student's need increases, the circle is broadened and additional resources and supports are added.

At school, speak to your child’s teacher or other trusted staff person. Your teacher, other school staff and child and youth counsellors and social workers are available to help. 

  • Video Series - Mental Health & Well-Being​​

We work together with students, parents/caregivers, teachers, administrators, other Board staff and community agencies to promote and support students’ mental health and well-being. We have Child and Youth Counsellors, Mental Health Psychologists and Social Workers. 

Here is information about the services they provide, and how you can ask for help. 

School-Based Child and Youth Counsellors (CYCs - K-8 & Gary Allan) ​​

CYCs help students to feel well and have a positive school experience. They affirm each student’s identity and focus on the promotion of well-being. In classrooms or small groups, CYCs provide learning and discussion on well-being and solving problems. In some instances, CYCs support students individually, guided by the student’s goals which are shared with parents/guardians. 

School-Based CYC referrals are made through school teams only. To learn more or to request the help of a CYC, students and parents/caregivers can ask their teacher or principal. Parent/caregiver consent is required for CYC support.

Social Workers ​(Kindergarten - Grade 8)

Social workers work together with parents/caregivers, school staff, students and community providers so that students can feel well and have a positive school experience. Together a plan to support the student is developed. Social workers can help provide referrals to community organizations. 

To learn more or to request the help of a social worker, parents/caregivers can ask their child’s teacher or principal. Parent/caregiver consent is required for students in these grades.  

Social Workers ​(Grades 9-12)

Social workers work together with parents/caregivers, school staff, students and community providers so that students can feel well and have a positive school experience. Together a plan to support the student is developed. Social workers can help provide referrals to community organizations. 

Student's in Grades 9-12 can self-refer for social work support, select from the list below.​

Social Workers - Select Your School

Black Indigenous Equity and Human Rights Team (BIEHR) ​​​​

The BIEHR team has Racialized and diverse CYC’s and Social Workers who are committed to uplifting, centering, and affirming the identities of Black, Indigenous, Racialized, and 2S/LGBTQIA+ students.  We acknowledge that students with the lived experience and intersectionalities of being Indigenous, Black, Racialized and 2S/LGBTQIA+ face historical and ongoing experiences of bias, feelings of isolation, not belonging and harm. This has had an impact on the mental health of students within these communities. 

When an elementary student has experienced harmful Anti-Black, Anti-Indigeneous, Anti-Islamic, Antisemitic Racism and/or Homophobia or Transphobia a request for help from a member of this team can be made through this google form or by a referral from your child’s school.  Referrals will be responded to within two weeks of receiving the referral. The start of service will depend on availability.

In the community for counselling:

  • Alcoholics Anonymous  24 hour Helpline Halton:  905-845-5900​   Alcoholics Anonymous is a fellowship of people who come together to solve their drinking problem.  It doesn’t cost anything to attend A.A. meetings. There are no age or education requirements to participate. Membership is open to anyone who wants to do something about their drinking problem. The website also lists upcoming meetings.
  • OneStopTalk A free, immediate and confidential service for children, youth and their families. Click the "Start the Conversation" button or call 1 855 416 8255. Service is provided in Monday-Friday 12-8pm and Saturdays 12-4pm. When you reach out you can instantly connect with a registered therapist by phone or video. Together, they'll help create a plan to help you feel better. 
  • Reach Out Centre for Kids  Live Answer 289-266-0036; Virtual Walk-In ; Live Chat Can you add: Currently there are therapists who speak Bulgarian, Ukrainian, Russian, Mandarin, Yoruba, Spanish and French. We also have partnerships with Roots Community Services and Enaahtig Healing Lodge.​
  • We Matter - Indigenous Youth Support   An Indigenous youth-led nationally registered organization dedicated to Indigenous youth support, hope and life promotion
  • Black Youth Helpline-416-258-9944- 9 am- 10pm every day
  • LGBT+ Youthline: 647-694-4275
  • ​Indus Community Services: 905- 275-2369
  • SAVIS Tel: (905)825-3622, e-mail: savis@savisofhalton.org Support for violence or sexual violence in intimate relationships, including trafficking
  • ADAPT Halton for youth wanting information or help to manage drug, alcohol or gambling concerns
  • Sioutreach.org: Iinformation and coping strategies for self-harm/self-injury
  • Radius Child & Youth Services specializes in working with children, youth, and families who have experienced sexual, physical, or emotional abuse, neglect, or witnessed intimate partner violence.  
  • Punjabi Community Health Services For information call 905-677-0889 ext. 221
  • Naseeha ​- Muslin Youth Helpline (1-866-627-3342)
  • Hong Fook - Chinese mental health supports
  • Hope for Wellness - Indigenous mental health supports
  • South Asian Youth - Support for South Asian Community - SACHSS offers culturally and linguistically appropriate services for the South Asian community. SACHSS Distress Helpline - If you are distressed or feeling low or depressed or under any kind of stress or just need someone to talk to please call SACHS Distress Helpline 289-277-4770, 437-254-2794, 647-523-6380 or 416-863-0511
  • SOCH Mental Health - South Asian mental health supports
  • Talk 4 Healing - helpline for Indigenous women
  • Chai Lifeline Canada - (including crisis intervention)  1-800-556-6238

For crisis support

 

Frequently Asked Questions​ (FAQs​)

Mental health and well-being are two separate, but connected ideas.  We can have a mental illness, and be mentally well, or unwell.  We can also have poor mental well-being without having a mental illness.​​

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