The Ontario Well-Being Journey

• In Event: Reimagining Well-Being in the Age of Accountability: Lessons From the Atlantic Rim Collaboratory

Abstract

Today, more than two million students are enrolled in Ontario’s publicly-funded schools. These students represent diverse communities, family structures, economic circumstances, life experiences, faiths, customs, languages, abilities, interests, talents, skills, and other characteristics (Campbell et al., 2013). To support students in today’s fast-paced, globally connected world, our definition of “student success” continues to broaden beyond academic achievement to focus on including wellbeing and striving for equitable outcomes for all students (Fullan, 2010). This sets a foundation for students to become active, engaged, and productive citizens. Ontario’s participation in the inaugural Atlantic Rim Collaboratory (ARC) symposium in Iceland in September 2016 and subsequently in the wellbeing focused summit in Dublin in February 2017 provided inspiration and momentum for the work to support wellbeing in Ontario schools.
Ontario’s renewed vision for education, Achieving Excellence (2014), sets out bold and ambitious goals that are closely aligned with the vision of the ARC. While the impetus for strengthening a focus on wellbeing came out of provincial consultations for the renewed vision in 2014, affirmation of this direction is grounded in international research and examples from around the world (Mourshed et al., 2010). The work of members of the ARC such as Iceland’s wellbeing work grounded within communities and Scotland and Ireland’s work embedding attention to wellbeing in school cultures through curriculum provided opportunities to reflect on our approach in Ontario. Feedback at the Dublin summit affirmed Ontario’s attention to process as well as product and sincere and ongoing stakeholder engagement in our work with wellbeing in Ontario.
This “wellbeing journey” in Ontario included hearing from educators, parents, community partners, and students across Ontario about what wellbeing means to them, how it is currently being supported, and how to know our impact. The engagement took place through regional sessions, surveys, and community conversations. Efforts were made to hear diverse student voices representing a range of abilities and needs, including students who are homeless, LGBTQ+ students, and student leaders. The ministry is working with Indigenous partners and communities to have focused discussions on Indigenous student wellbeing.
In these conversations, we heard about the need to deepen our focus on the development of the whole child. Students told us about the importance of feeling valued and respected in the school environment. Having supportive and trusting peer and adult relationships, feeling a part of the wider community, having structures and systems to support both physical and mental health, and being engaged in learning that is meaningful and purposeful all make a difference in the school experience. These conditions are key to helping students develop a positive sense of self and be better positioned to reach their full potential.
At the summit in Dublin, participants were reminded of a Maasai greeting, “How goes it for our children?” This is applicable in our current work in Ontario as we focus on the student experience and challenge everyone in the education system to consider what their role is in contributing to the wellbeing, equity, and achievement of every child/youth (OECD, 2013).

Authors

• Denise Dwyer, Ontario Ministry of Education

• Suzanne Gordon, Ontario Ministry of Education