Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health
Publication: Canadian Journal of Community Mental Health
23 November 2022
Abstract
It is widely recognized that the most effective student mental health interventions, tools, and resources are those that are solidly grounded in theory, evidence, and practice. But developing interventions in this way can be a time-consuming, challenging process. This article describes the process of developing a classroom resource to build social emotional learning skills among high school students in Ontario. The resource was informed by the latest research evidence while also being sensitive to the implementation context and needs of educators and students. In creating, evaluating, and revising these resources over several years, lessons have emerged about what it takes to navigate inherent challenges, balance competing needs and priorities, and ultimately develop an intervention that is both evidence-informed and implementation sensitive. Flexible funding, effective partnerships, and a commitment to contextual responsivity are key.
Résumé
Il est connu que les interventions, les outils et les autres ressources les plus efficaces en santé mentale auprès des étudiants sont solidement ancrés dans la théorie, les données probantes et la pratique. Mais la conception de telles interventions demande du temps et de la rigueur. Cet article vise à établir la façon de concevoir des ressources sur l’apprentissage socioémotionnel pour les étudiants du secondaire (high school) en Ontario. Pour y arriver, les données de recherche les plus récentes ont été utilisées, en plus de considérer le contexte et les besoins des éducateurs autant que ceux des étudiants. La création, l’évaluation et la révision de ces ressources sur plusieurs années ont mené à la découverte de nombreux défis, du besoin de garantir l’équilibre entre les besoins et les priorités et, ultimement, de la nécessité d’une intervention fondée à la fois sur les données probantes et d’une mise en oeuvre adaptée à chaque situation. Les clés du processus sont un financement souple, de solides partenariats et la volonté de s’adapter au contexte.
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Canadian Journal of Community Mental Health
Volume 41 • Number 3 • July 2022
Pages: 57 - 75
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Version of record online: 23 November 2022
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Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health
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Geneviève Mák, Alexandra Fortier, Heather Smith Fowler, Andrea Bobadilla, and Jennifer Rae. 2022. Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health. Canadian Journal of Community Mental Health.
41(3): 57-75. https://doi.org/10.7870/cjcmh-2022-023
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