Reconciliation and equity in school mental health 

School mental health begins with clear individual and collective commitments to Truth and Reconciliation and equity.

What is Truth and Reconciliation?

• learning about and acknowledging the historical and ongoing harms caused to Indigenous peoples and responding to the Calls to Action to honour Indigenous rights and work in ways that support healing and reclamation 

Commitments to Truth and Reconciliation in school mental health intentionally amplifies Indigenous knowledge by partnering with communities to create and inform affirming supports and service pathways that reflect Indigenous identities and experiences. 

What is equity?

• recognizing and taking action against unfair treatment linked to identity, background or lived experience that limits access to opportunities or supports 

Equity-informed school mental health ensures that every student can access supports and resources that reflect their needs, identities and lived experiences. 

Schools play an important role in how students see and understand themselves and how they experience the ways that others view them (Tatum, 2017). Schools can be places that intentionally nurture the whole child. When diversity is celebrated and caring relationships are at the centre, students feel valued, supported and ready to learn. Mentally healthy schools honour every student’s identity and the many cultural ways of knowing and being they bring to the classroom.  

What the research tells us

Research consistently indicates that students thrive when their identities are recognized, respected and reflected in their learning environments. When schools create spaces that affirm identity, belonging and cultural strengths, students report better mental health, stronger academic engagement and higher levels of resilience. 

• A systematic review found when that when instructional practices explicitly reflect students’ cultural backgrounds and experiences, engagement, motivation and academic performance increase – especially for students from historically excluded groups. 
• Research on school belonging consistently links feeling seen and valued at school with better mental health, motivation, behaviour and academic outcomes. 
• Review of adolescent help-seeking and studies of school connectedness indicate that when students perceive strong adult support at school, they’re more likely to seek help and are at lower risk of mental health problems. 
• Culturally responsive and anti-oppressive approaches help reduce disparities in access to mental health support and outcomes, especially for students who experience systemic inequities. 
• Embedding Truth and Reconciliation and equity commitments into school mental health practice leads to more inclusive and sustainable well-being outcomes for all students. 

Why this is important 

A student’s sense of identity is deeply connected to their mental health. When identities are acknowledged and celebrated, students feel seen, valued and connected. When they are ignored or misunderstood, students can feel isolated and their learning and well-being can be negatively impacted. 

Identity-responsive practice is especially important for students who have been marginalized or who experience racism, ableism, homophobia, transphobia or other forms of discrimination. It helps ensure that mental health supports are equitable, inclusive and culturally relevant for everyone. 

Resources to support identity-affirming supports in school mental health