For resources, services, and programs to reach every student and yield positive outcomes over time, boards must have the foundations for scalable and sustainable mental health practice in place. The seven key foundations listed below are common to boards and schools that have effectively introduced, scaled, and sustained school mental health programming.  At the same time, each element also supports sustainable identity-affirming mental health practice. SMH-ON board consultations conducted in 2024 reinforced the importance of each of these foundations.   

Key points highlighted by boards are detailed below. 

Leadership commitment  

When system and school leaders prioritize mental health, reconciliation, and equity, they set a tone of accountability and support. This commitment, and consistent re-commitment, ensures that mental health and equity are not viewed as separate entities but integrated into the fabric of a board and school’s mission. 

Leadership commitment is strengthened when: 

• Mental health, reconciliation, and equity are embedded into strategic planning that is designed with those most impacted or in need in mind. 
• Commitments to reconciliation and equity are held firm when challenged (e.g., political changes, financial constraints), to support the well-being of every student. 
• Time and attention are held to actively participate in learning opportunities by demonstrating and modelling a willingness to learn and act at the same time.   
• Power and privilege are used to dismantle harmful policies and practices and model identity-affirming behaviours.    
• There is dedicated time on leadership meeting agendas for mental health to encourage ongoing dialogue that fosters a culture of shared responsibility for student mental health and well-being.

Engagement and collaboration 

Meaningful collaboration and engagement require humility, partnership, reciprocity, and intentional efforts to centre the perspectives and expertise of those historically and currently marginalized and oppressed. Collaboration with stakeholders, including students, families, communities, and community mental health partners, enhance the effectiveness of identity-affirming supports. Engaging with those most involved in the lives of students helps to build shared ownership and leads to more impactful outcomes. 

Engagement and collaboration are strengthened when: 

• Regular opportunities for students, families and communities are available to inform planning, implementation and evaluation of mental health supports and services. 
• Community partners are engaged early as co-designers and advisors in mental health planning 
• Community members and knowledge holders are compensated for their expertise, time and contributions. 
• Relational trust is attended to by following through on feedback, clearly communicating how input was used, and naming constraints transparently when change is not possible. 

Vision and strategy

A clear vision and strategy guide the implementation of identity-affirming mental health supports. Using the IA-SMH Frame helps boards and schools to align their goals at all levels with broader provincial mental health objectives, ensuring that these principles are reflected in mental health plans and strategies.  

Vision and strategy are strengthened when:  

• The IA-SMH Frame is used as a shared organizing structure across mental health and other board planning initiatives. 
• Board mental health and addictions strategies are informed by and reflect the consultations conducted with students, parent/caregivers and community. 
• Action plans are feasible, with clear responsibilities, appropriate timelines that allow for iterative feedback, and progress indicators. 

Infrastructure  

Establishing a robust infrastructure that creates partnerships between mental health, Indigenous, equity, and curriculum leads enables collaborative efforts to flourish. This collaboration facilitates the integration of reconciliation, equity, pedagogy and mental health, promoting an understanding that these perspectives are all part of fostering identity-affirming mental health supports and school environments.  

Infrastructure is strengthened when: 

• Formal cross-departmental tables or working groups include mental health, Indigenous, equity curriculum and special education leads. 
• There is a clear throughline between district, school, and classroom, through the presence of leadership teams at each level that include a range of perspectives and voices. 
• Staff, time, and resource allocation support collaborative planning and implementation, rather than relying on information relationships alone.  
• Continuity of work is intentionally built into planning structures and processes, rather than being dependent on individual staff roles or relationships. 

Protocols and processes  

Protocols provide documented guidance and system clarity in supporting student mental health (promotion, prevention, and early intervention). Processes support the dissemination, implementation, use, and monitoring of all mental health resources and practices. Together, protocols and processes establish standards for how identity-affirming supports should be implemented, ensuring that they are approached with humility and awareness. They also ensure that identity-affirming mental health work is systematized and not dependent solely on individual efforts. 

Protocols and Processes are strengthened when schools and systems: 

• Develop clear protocols for inviting community cultural advisors, parents/caregivers, and students to planning and decision-making at the district and school level.  
• Create processes to facilitate ongoing input and feedback for mental health promotion, prevention and early intervention services, and  for new wellness initiatives rolling out through the board or school. 
• Review suicide prevention, intervention, and postvention protocols with the lens of reconciliation and equity. Build in life promotion supports for Indigenous students. Provide guidelines for non-Indigenous educators to lead discussions on Indigenous topics helps to create a respectful and informed learning environment.   
• Develop explicit policies for hiring, promoting, supporting, and retaining staff who bring perspectives or identities well represented by students in schools, but not by staff. 
• Take account of policy and procedures that create barriers for student well-being practices and/or community partnerships (For example, policies and procedures related to prayer spaces, ceremonies, use of medicines and smudging, etc.). 

Evidence and monitoring  

Reviewing and assessing needs, gaps, resources, initiatives, and capacity is an important part of the planning process. Using data to inform practices is critical for measuring the impact of identity-affirming initiatives.  

Evidence and monitoring are strengthened when: 

• Student data are analyzed alongside provincial and local community data to identify patterns related to access, belonging, and well-being. 
• Qualitative feedback is gathered from students, families, and communities, with particular attention to voices that are often underrepresented. 
• School-based data related to safety, belonging, help-seeking, and accessibility are examined across identity groups to identify inequities and strengths. 
• Culturally relevant and relational approaches to collecting data and understanding impact, such as storytelling and narrative reflection are used alongside quantitative data. 
• Data are revisited regularly to support reflection, learning, and adaptive improvement, rather than compliance alone. 

 Internal and external communication

Having clear, consistent, and supportive communication across multiple formats with internal and external stakeholders about student mental health and well-being helps to build shared language and understanding. Maintain consistent messaging about the interconnectedness of mental health, Reconciliation and equity with staff, students, families, and community to foster cohesive understanding and encourage active participation in identity-affirming work.  

Internal and external communication are strengthened when: 

• Shared language is used across policies, professional learning, and public-facing materials to reinforce alignment and coherence. 
• Mental health priorities are communicated through multiple formats and channels to reach diverse audiences, including students and families. 
• The connections between mental health, reconciliation, and equity are explicitly named. 
• Examples of learning, progress, and adaptation are shared to build confidence and support ongoing growth. 
• Key resources and services are available in the multiple languages used by students and families in the district.