Mental health literacy helps to increase knowledge about mental health and mental illness, how to identify signs of mental health problems, and how and where to seek help when needed. When young people are equipped with this information, they are in a better position to care for their own mental health, support others and reach out for help early if mental health problems arise. 

Mental health learning is embedded throughout the curriculum. Educators have been teaching about mental health for years, and they are well-positioned to do so. Recent introduction of mental health learning modules for grades 7, 8 and 10 students in Ontario have helped educators teach about mental health in standardized, evidence-informed ways. Lesson plans, supplementary materials like videos and activities, and an educator guide help with consistent delivery of important learning about mental health for young people. Grade 6 modules related to substance use health and balanced device use offer similar supports to help educators share consistent messaging in these areas that relate to student wellness. 

What is mental health literacy

What the research tells us 

Research shows that teaching about mental health has long-lasting benefits for both students and schools:

Mental health literacy at school can:

• help students understand the difference between mental health and mental illness 
• assist with early identification of mental health problems for self and peers 
• reduce stigma about mental health problems, substance use and addictions, and associated help-seeking
• enhance staff capacity for noticing signs of mental health problems in students and offering support at school 

Why mental health literacy is important

Mental health literacy is an important part of mental health promotion at school. In addition to supporting student knowledge and agency, it can reduce stigma and discrimination and improve outcomes for individuals with mental health challenges.  

Learning about mental health is necessary and helpful for students because mental health learning supports ALL learning. It helps students feel prepared to learn, supports a sense of belonging at school and can improve academic performance (PPM 169). Students also tell us that they want this type of learning at school (#HearNowON 2024).

Culturally-responsive and identity-affirming mental health literacy

Mental health promotion and literacy that affirms, reflects and celebrates the identity of every student supports students to be well so they can fully engage in school and in life.  

Students come to school with diverse lived experiences, cultures, languages and understandings of wellness. When this diversity is acknowledged and respected, mental health learning becomes more meaningful, relatable and effective. 

Culturally responsive and identity-affirming mental health teaching: 

• connects to Truth and Reconciliation, emphasizing diverse ways of understanding mental health and inclusive, healing approaches to mental wellness 
• reflects and values student identities in examples, discussions and classroom materials 
• recognizes systemic barriers that impact student well-being and creates space for open, respectful conversation 
• builds on community and cultural strengths, inviting families and partners to share perspectives 

When educators intentionally teach through an anti-oppressive and affirming lens, students see who they are and where they come from reflected in the learning. This helps build belonging, pride and confidence in every learner. 

Mental health is our starting point. The foundation for everything”  

– school administrator, 2025 

Resources to support mental health at school

School Mental Health Ontario offers many identity-affirming, evidence-informed, grade-specific resources to help make this type of mental health learning part of students’ ongoing school experience.

• Guide/tool

Wayfinder: Your Grade-By-Grade Guide to Teach About Mental Health

• Classroom resource
• Lesson plan

Health and Physical Education Curriculum – Mental Health Literacy Lesson Plans

• Lesson plan

MH LIT: Student Mental Health in Action

Mental health literacy course for educators

For more context on student mental health in Ontario, see PPM 169 | Education in Ontario: policy and program direction.

Staff mental health literacy

Staff mental health literacy helps to increase knowledge about mental health and mental illness, how to identify signs of mental health problems, and how and where to seek help when needed. When school staff are equipped with this information, they are in a better position to support students to care for their own mental health, support others and reach out for help early if mental health problems arise. Further, school staff benefit from mental health literacy to enhance their own knowledge about mental health, to support their own well-being and the well-being of those they love. Just like learning to read or do math, learning about mental health is an important life skill for children, youth and adults.

Why is it important to build school staff mental health literacy?

When students and staff understand mental health, it helps to: 

• Reduce stigma by showing that everyone experiences difficulties with their emotions from time to time. 
• Promote early identification to notice signs earlier and access support when needed. 
• Encourage help-seeking by making it easier to talk about challenges and to know where to turn. 
• Build resilience by giving staff and students tools and strategies they can use in everyday life. 

What does this look like at school?

All school staff need some level of mental health awareness so that they can model mentally healthy habits and can be prepared to notice if a student might be struggling with a mental health problem. Some school staff need more focused mental health literacy to support them in their role (e.g., educators need support to teach students about mental health, student support staff need training on best practices in mental health promotion, etc.) School mental health professionals need mental health expertise-level training to ensure that they are fluent in evidence-informed prevention and early intervention practices. 

Schools can offer professional learning to help staff enhance student mental health through mental health promotion activities, social-emotional skill development and mental health literacy. This can be done through staff-wide professional development, workshops, bite-size learning or self-directed learning (e.g., MH LIT courses.) 

What the research tells us

Research shows that school is often the first place students turn to for mental health support. By building mental health literacy, schools can create environments where students feel comfortable to ask for help, staff feel confident to provide support, and families feel welcomed as partners in their child’s well-being. 

In short, mental health literacy empowers the whole school community to understand, talk about and take action on mental health in positive and effective ways. 

Culturally-responsive and identity-affirming staff mental health literacy 

To effectively teach about mental health, educators themselves need the knowledge, confidence and self-awareness to engage meaningfully with the topic. This is where staff mental health literacy plays a vital role. 

An identity-affirming approach to staff mental health literacy includes:

• Self-reflection – Educators explore how their own experiences, identities and assumptions influence how they talk about mental health. 
• Cultural humility – Recognizing that there are many ways of understanding and supporting well-being across communities. 
• Awareness of bias – Understanding how stigma, privilege and systemic inequities can shape both staff practice and student experience. 
• Commitment to continuous learning – Staying curious and open to new perspectives, research and culturally relevant strategies. 
• Modelling help-seeking and self-care – Demonstrating that caring for one’s own mental health is part of being a healthy, effective educator. 

By building identity-affirming mental health literacy, school staff strengthen their capacity to create supportive school spaces–spaces where every student feels seen, respected and supported to learn about mental health in a way that reflects who they are. 

Mental health literacy, designed for your role 

Mental health literacy is most effective when it is differentiated and relatable, reflecting real contexts and scenarios. That’s why School Mental Health Ontario offers a suite of role-specific learning opportunities rather than a single, one-size-fits-all course. 

Each MH LIT course is designed with the unique responsibilities, decision points and everyday realities of a specific role in mind – from students and classroom educators, to school and system leaders. Together, these courses support a shared understanding of mental health while recognizing that how we apply that knowledge looks different depending on our role.

Explore MH LIT courses by role