Student leadership and engagement
Students have powerful insights about what supports their mental health. Through the #HearNowON initiative, young people across Ontario shared that they want to be part of shaping school mental health efforts and reducing stigma. Over the years, they have shared that they want learning about mental health to be meaningful, inclusive and connected to real life.
What students are telling us
- 55% of student survey respondents indicated that they are aware of ways for students to get involved in mental health initiatives at their schools.
- Most respondents (54%) indicated some interest in becoming involved in mental health leadership opportunities at school.
- The majority of respondents (88.5%) indicated that they learned about mental health at school.
- In previous years, students suggested that school is the best place to learn about mental health and that they would value having sustained learning about mental health over the school year.
- Students said they want their parents and caregivers to be equipped to support their mental health.
- Students recognize the connection between identity and mental health, and value opportunities to celebrate their own identities and learn about others as a way to bolster connectedness at school.
It’s also important to recognize that some students, particularly those who experience racism, discrimination or other forms of systemic inequity, face greater challenges to their mental health. They may encounter barriers to getting the support they need or to finding services that reflect their culture and identity.
Why this is important
When students help lead the work, mental health efforts become more relevant, welcoming and effective.
Student leadership:
- reduces stigma by making conversations about mental health normal and supportive
- improves access by surfacing real-world barriers and solutions
- builds belonging as students see their identity, culture and perspectives reflected in school life
Support student voice and leadership
Students have a lot to say when it comes to mental health and stigma reduction. When peer leaders normalize the experience of social and emotional problems, it can be a powerful validation for students. Providing a platform for student voices related to stigma reduction, requires careful planning, good principles of student engagement and designated/supported adult allies.
What I want you to take away from what I’ve shared today is that being inclusive isn’t just about inviting someone to the table. It’s about believing they belong and making sure that they feel that way. – Alex
Every student should have the right to actively participate in events with zero barriers and with the appropriate supports to ensure that full participation is a reality. – Daunte
What I envision when I think of good student engagement and the environment is an identity-affirming environment where all students’ input is valued and heard and without the presence of tokenism. – Daunte
I picture a space that is founded on connections with youth that gets them excited and willing to participate, not only in clubs and in their class learning, but within the school community as a whole. It is an inclusive, accessible, brave space that takes input and feedback from students to understand their interests. – Kirin
To make student voice authentic and sustainable:
- Plan with care: use clear goals, roles and supports.
- Follow strong engagement principles: co-design, share decision-making and reflect back what you heard.
- Designate adult allies: trained staff who mentor, safeguard and champion student leaders.
- Partner with youth organizations: work with Ontario groups leading stigma-reduction and youth engagement.
- Cultivate opportunities: enhance capacity to support student engagement initiatives, including allowing time, space and permission to engage in professional development, planning and initiatives related to student engagement.
Ideas that work:
- student wellness councils or mental health advisory groups
- classroom co-teaching moments (students helping introduce wellness topics)
- campaigns led by students (kindness, help-seeking, substance use health, balanced device use, identity-affirming initiatives)
- facilitated forums to gather feedback from diverse student groups
Building a student-centred approach
You can build a student-centred approach by:
- embedding learning about mental health into classes and routines (not just one-off events)
- amplifying voices, including Black, Indigenous, racialized, newcomer, 2S/LGBTQIA+ and neurodiverse students
- removing barriers (e.g., timing, language, accessibility) so every student can participate
- sharing results: show students how their input shaped decisions
When students are partners and not just participants, schools become places where belonging grows, stigma falls and mental health support fits student needs.