A Guide for Mental Health Initiatives in

Secondary School Students

Foreword
The primary causes of stress within students, including but not limited to grades,
scholarships, and finances, are unavoidable. Despite this, the stress they cause may be
managed and resolved using healthy coping mechanisms, such as meditation, exercise,
and psychotherapy. However, due to the lack of priority, time, and energy given to
stress management by students, this practice is rendered impossible.

The Elevate Committee of the Federation of Canadian Secondary Students / Fédération

des élèves du secondaire au Canada has written this guide as a tool for developing
school, staff, and board initiatives for improving student mental health. In it, we have
explored and reported on stress, the differences between mental health and mental
illness, mindfulness, and self-esteem. Although destigmatizing mental illness and
emphasizing resources available to students are essential, many students have grown
desensitized to their mental health simply because this scope does not seem relevant
to them.

For this reason, the Elevate Committee has proposed a more proactive approach,
instead focusing on preventative measures, namely mindfulness, that can be
incorporated into staff and board initiatives to prevent stress from progressing into
mental illness. Through emphasizing mindfulness, secondary schools can teach
students how to be conscious of their tasks, emotions, actions, dialogue, behaviour,
surroundings, and interactions. Students will recognize toxic aspects of their lives and
confront them rationally, while appreciating and maintaining the positive aspects.
Moreover, they will stop passively accepting the information and tasks they are
constantly bombarded with – they will truly interact with the world and decide who they
want to be while focusing on the grander scheme and more meaningful ideas.

Youth are the leaders of today, tomorrow, and decades to come. With information
available at our fingertips and countless stimulants surrounding us, it is crucial that we
learn how to prioritize our mental and physical health.

Keep in mind that while reading this guide, if you encounter terms you do not recognize
or do not understand clearly, thorough definitions can be found in the glossary at the
end of the guide.

2
Acknowledgements
The Federation of Canadian Secondary Students / Fédération des élèves du secondaire
au Canada (FCSS-FESC) extends its appreciation to the members of the Elevate
Committee for their dedication to researching and authoring this guide. They are:

Siane Sahdra, Committee Chair

Andrea Tuca
Chelsea Greenham
Lavanya Tayalan
Nikita Chugh

Revisions made in 2019-2020 by:

Steven Pham and Irene Hu, Co-Committee Chairs

Adora Dalisay
Grace Hur
Sophia Grace Lopez
Tresha Sivanesanathan
Ursula Chui

The FCSS-FESC also recognizes the contributions of Matthew Ling, who served as Chief
Operations Officer in the 2019-2020 year, in supervising the guide’s production. Sincere
thanks are also extended to Eleanor Park, who served as Executive Director for FCSS-
FESC.

3
Table of Contents
FOREWORD AND ACKNOWLEDGEMENT..............................................................................2-3
TABLE OF CONTENTS AND GUIDE............................................................................................4
MODULE I: STRESS...................................................................................................................5-7
MODULE II: DISTINGUISHING BETWEEN MENTAL HEALTH AND MENTAL ILLNESS......8-10
MODULE III: MINDFULNESS...............................................................................................11-14
MODULE IV: SELF-ESTEEM..................................................................................................15-18
RESOURCES FOR STUDENTS..............................................................................................19-20
INFORMATION ON FCSS-FESC AND THE ELEVATE COMMITTEE....................................21-23
GLOSSARY AND CONCEPTUAL DEFINITIONS...................................................................24-26
REFERENCES AND CITATIONS............................................................................................27-30

The Guide
The guide is structured around four individual modules, each of which informs the
reader about an aspect that requires crucial understanding for improving adolescent
mental health. The modules can be used individually and based on need. Each module
contains learning objectives, statistics, and references for further study. The modules
connect to form the following outcomes for secondary school teaching personnel and
students.

4
MODULE I:

STRESS

5
Module I: Stress
Introduction
As a result of today’s education system, stress
is a concept that every student is familiar with
and students across Ontario are faced with
many factors that drive this stress. This
module helps to inform those students about
the correlation between stress and mental
illness, while also providing insight on coping
mechanisms.

Objectives
The objectives of this module are to:
Guide the reader to understand and
differentiate the types of stress;
Inform the reader about various stressors
and their potential effects;
Provide coping mechanisms and
approaches to stress for students and
teaching personnel within secondary
students.

What is Stress?
Essentially, it can be psychological perception
of pressure, or the body’s response to the
stressor. It is caused by a type of stimulus
called a stressor (McLeod 2010).

Stress Can Lead to

Physical and Mental
Illnesses
Chronic stress can be attributed to mood disorders, which are mental illnesses where
one’s mood distends their relationships with others as well as their sense of self
(Canadian Mental Health Association 2013).

6
Long periods of stress can also lead to physical health issues. Routinely stress is
constant, and as a result, the body receives no signal to return to its normal state. This
lack of signalling can contribute to heart disease, high blood pressure, diabetes, as well
as depression and anxiety (Duman, et al 2013).

Mechanisms for Coping

Coping mechanisms are techniques used to
manage external or internal stress (Sincero
2012). Problem-focused coping is a long-term
stress management strategy and the most
effective means of relieving stress, as it
confronts the root causes of individual stress.
Short-term coping mechanisms can be
effective and calming if they allow one to
concentrate deeper on the task at hand.
Emotion coping is a method of coping used
widely by different types of people, and it can
be either effective or ineffective at dealing
with a stressor (Coping Mechanisms 2018).
Although emotion-focused coping may
provide relief from stress in the short-term,
they are widely ineffective in the long-term
(Coping Mechanisms 2018).

7
MODULE II:

DISTINGUISHING
BETWEEN MENTAL
HEALTH AND
MENTAL ILLNESS

8
Module II: Distinguishing between
Mental Health and Mental Illness
Introduction
Module II speaks of the foundation of
mental problems, including those of mental
health and mental illness, to provide
teaching personnel and students with an
understanding of what affects their
behaviour and performance. The purpose
of this module is to bridge the gap between
mental health and mental illness, thus
allowing teaching personnel and students
to prevent mental health problems from
progressing into mental illnesses.

Objectives
The objectives of this module are to:
Provide the distinction between mental
health and mental illness, including
issues related to each;
Help the user understand that every
individual is affected by and possesses
mental health, which is the condition of
their mental faculty;
Educate secondary school students and
teaching personnel about the
importance of providing adequate
mental health resources for easy access.

Mental Health
Mental health is the degree to which one
can fulfill their full potential after
overcoming distress caused by temporary
or long term stressors (Skade 2010).

9
Poor mental health refers to the individual’s inability to cope with these difficulties, thus
feeling paralyzed or overwhelmed.

Common difficulties causing poor mental health include:

Marital problems, such as divorce and separation
The death(s) of loved one(s)
Physical disabilities or health problems
Poor financial wellbeing
Experiencing abuse in one or more forms, such as economic emotional, physical,
sexual, academic, financial, verbal, and psychological abuse
Parental or familial neglect

Mental Illness
Mental illness develops as an individual grows increasingly functionally impaired, in
that the effects of their stressors, such as insomnia, paralyze them and prevent them
from performing their tasks. Their thoughts, emotions, dialogue, actions, and behaviour
become severely disturbed, exhibiting the effects of a diagnosable illness.

Although mental illness is extremely powerful and dictates either most or all of a
person’s life, it can be prevented through confronting stressors, whether internal or
external, in rational and attentive manners. If an individual is in a relationship that
deteriorates their contentment, it can be difficult to remove themselves from it.
However, it’s important for them to realize that they should evaluate their mental
health and how their life is being affected by the relationship they are in. Their mental
health and wellbeing is more important than the disadvantages associated with leaving
a toxic relationship (Breedvelt, et al 2016).

If an individual does suffer from a mental illness, there are treatments that exist to
develop their coping mechanisms and allow them to confront stressors and triggers
rationally. These treatments, including psychotherapy, mindfulness, and drug therapy,
are discussed further in Module III.

10
MODULE III:

MINDFULNESS

11
Module III: Mindfulness
Introduction
Module III describes the fundamental basis of mindfulness and its intended objectives
in greater detail, allowing educators and students to acquire knowledge around this
novel psychological state. It also provides insight as to how to attain this specific state
of being on a day-to-day basis.  It is often perceived that mindfulness acts as a
meditation approach due to its characteristics portrayed by the media (Huffington
2013).

Objectives
The objectives of this module are to:
Clarify the concept of mindfulness through exploring the uses and advantages of
engaging in it;
Describe detailed meditation techniques that influence how mindfulness is
perceived, as well as their uses in the clinical and educational settings;
Provide secondary school students with practical approaches and therapeutic
resources for one to implement mindfulness techniques independently.

What is Mindfulness?
Mindfulness is defined as the state in which one becomes fully conscious of their
emotions, dialogue, actions, and social interactions. Furthermore, mindfulness involves
thinking without any biases, prejudice, or thoughts that would correlate to binary
answers, such as right or wrong

Uses and Benefits of Mindfulness

Mindfulness is a practice encouraged especially in school populations, and it is
intended to alleviate stress caused by difficult situations, allowing both teaching
personnel and students to overcome these stressors (Bauer 2016). It allows individuals
to “use emotion regulation strategies in a way that enables them to experience emotion
selectively,” which allows them to manage their stresses and triggers effectively (Davis,
et al 2012). Mindfulness allows one to become conscious of the present moment and
therefore encourages individuals to acknowledge negative or unpleasant experiences.
This assists in ceasing ruminative thinking, thus preventing individuals from feeling
overwhelmed or paralyzed by their emotions (American Psychological Association).

12
Meditation: A
Mindfulness Technique
Meditating is the state of being conscious or
aware of one’s thoughts, emotions, actions,
dialogue, surroundings, and interactions. In
meditation, the individual induces
consciousness by focusing on one thing,
such as their breathing, a sensation in their
body or an object near them. It calms one’s
mind and body after progressive training of
stress response by not viewing a certain
concept, person or object as a cause of
stress.

Benefits of Meditation
There are many benefits to meditation.
Scientists have developed a more thorough
understanding of what occurs in our brains
during this practice. The overall difference is
that our brains stop processing information
as actively as they normally would, showing a
decrease in beta waves, which indicates that
our brains are processing information faster
and more effectively (Cooper 2016). It allows
one to:
Purposefully regulate one’s mind;
Increase strengthened focus;
Experience less anxiety;
Sleep more soundly;
Have positive and long-lasting emotional
stability.

Uses and Benefits of

Mindfulness
Mindfulness is a practice encouraged especially in school populations, and it is intended to
alleviate stress caused by difficult situations, allowing both teaching personnel and
students to overcome these stressors (Bauer 2016).

13
It allows individuals to "use emotion regulation strategies in a way that enables them to
experience emotion selectively," which allows them to manage their stresses and
triggers effectively (Davis, et al 2012).

Mindfulness allows one to become conscious of the present moment and therefore
encourages individuals to acknowledge negative or unpleasant experiences. This
assists in ceasing ruminative thinking, thus preventing individuals from feeling
overwhelmed or paralyzed by their emotions (American Psychological Association).

Meditation Resources
Popular smartphone applications that can be
used to facilitate and engage in guided
meditation are:
Headspace, which includes 10 newbie-
focused 10-minute meditation exercises,
and is designed to help one quickly
understand what meditation is. There is a
personalized progress page, a reward
system for continued practice, and even a
buddy system for you and your friends to
help each other stay on track.
Smiling Mind, which was developed by
Smiling Mind, a non-profit organization
with a mission to provide accessible,
lifelong tools based in mindfulness
meditation. Their programmes are
designed to “assist people in dealing with
the pressure, stress and challenges of daily
life” (HelpGuide 2014). The app has
programmes centred towards different age
groups and an option for “classrooms” for
educators that includes lesson plans and
meditations.

Clinical Mindfulness
Mindfulness approaches are prevalent in
medicine, and psychiatrists prescribe different
types of therapy to treat individual mental
health problems or issues (Desbordes 2013).

14
MODULE IV:

SELF-ESTEEM

15
Module IV: Self-Esteem
Introduction
Actions in schools must be taken to help
students develop higher levels of self-
esteem. Initiatives to promote self-
confidence are necessary for helping
students feel proud of their work, take
initiative, and achieve their greatest
potential. This module examines the
multifaceted aspect of self-esteem,
explaining the ways in which high levels of
self-esteem can be encouraged through
various practices. This module will help to
aid those involved in every aspect of a
student’s educational journey by
encouraging change and support.

Objectives
The objectives of the self-esteem module
are to:
Guide the reader to understand the
difference between high and low self-
esteem, and the causes and
consequences of low self-esteem;
Endorse the benefits of practicing
mindfulness on a person’s self-esteem;
Advocate for the importance of schools
developing a supportive environment for
student self-esteem and mental health;
Provide resources for individuals to build
self-esteem in everyday life.

What is Self-Esteem?
Self-esteem describes a person’s overall sense of self-worth or personal value. It is
what you like and how much you appreciate yourself. It involves a variety of beliefs on
yourself, as well as your view on your appearance, beliefs, emotions and behaviours.
Healthy self-esteem is a balance of appreciating your skills, while also monitoring your
growth and development.

16
What is Low
Self-Esteem?
Out of the numerous emotions,
judgments, and perceptions of oneself, a
feeling all humans get from time to time
is low self-esteem (Callan et al 2014). This
has continuously shown to be a
hindrance in individuals reaching their
full potential (Callan et al 2014).

Consequences of Low
Self-Esteem?
When individuals suffer from low self-
esteem, they may encounter difficulties
establishing healthy relationships with
others (University of Toronto
Scarborough n.d.). In everyday life, they
may be easily offended, provoked, and
defensive (Combs et al 2014). Due to their
lack of self-confidence and fear of
rejection, they may avoid being risk
takers, or challenging themselves (Combs
et al 2014). When this is the case, the
individual is often too self-conscious of
their actions rather than attempting to
connect emotionally with people around
them (Combs et al 2014). As a result of
continuously disclosing oneself from
peers, issues arise when forming
concrete relationships.

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18
RESOURCES

FOR STUDENTS

19
20
INFORMATION ON

FCSS-FESC AND
THE ELEVATE
COMMITTEE

21
Information on FCSS-FESC and the
Elevate Committee
FCSS-FESC
The Federation of Canadian Secondary Students / Fédération des élèves du secondaire
au Canada (FCSS-FESC) is one of the largest student-led, non-profit organizations in
Canada that supports the growth of the student voice. We work to forge a network
between secondary students in order to strengthen and promote student leadership,
and to empower student initiatives that are making positive changes in the world
around us. Federation of Canadian Secondary Students / Fédération des élèves du
secondaire au Canada is a youth-led organization founded on December 6th, 2012 by a
group of students from Abbey Park High School in Oakville, Ontario as the Organization
for Ontario Secondary Students.

The reason this organization was formed was as a response to the suspension of extra-
curricular activities that occurred during the conflict over Bill 115. Our first campaign
was to push for the reinstatement of these extracurriculars and to motivate the
teachers’ union and the government to consider the effects of this conflict and how
students were affected by it. FCSS-FESC has now spread to over 120 schools across all
of Canada, and we intend to continue to push forward our purpose of promoting
student voice while empowering and inspiring the youth to take action within their
communities to make a difference.

In the past, FCSS-FESC has reached over 30,000 social media users and boasts a
number of notable achievements, including an Ontario wide, Sport Your Extra-
curricular Day, which garnered participation from thousands of students across the
province. This event’s success was recognized both on local and national media outlets,
such as CBC’s Metro Morning, the Toronto Star, the Globe and Mail, as well as an array
of community newspapers. Other initiatives include student-led petitions and letter
campaigns. In addition, meetings were held between FCSS-FESC members and key
opinion leaders such as Oakville Member of Provincial Parliament, Kevin Flynn; Ontario
Education Minister, Laurel Broten; Ontario Secondary School Teachers’ Federation
President Ken Coran; and local school board officials.

Today, our programmes are designed to directly impact the secondary students within
our current reach. Through our Ambassador programme, we have been able to
establish memberships with students representing their schools within our
organization.

22
They are tasked through giving feedback and opinions regarding our work, while taking
initiative to organize and host a variety of events as proposed by the general
Ambassador team in order to gain essential financial, communication, and event-
planning skills. Meanwhile, our peer mentorship programme allows secondary students
to meet their university counterparts for advice, experience, and guidance in their
educational journeys.

One of our most recently developed programmes is the Initiate Affiliate Programme
which promotes student initiatives, and helps them in their path towards success. By
being proactive, through offering financial grants, administrative aid, and guidance, at
FCSS-FESC we believe that no  youth passion should go to waste. Our current
programmes and initiatives have sought to maximize and develop student potential to
the road of success.

The Elevate Committee

The Elevate Committee is one of six programs implemented by the FCSS-FESC. Its main
role is to facilitate a society that encourages diversity and differences within their
citizens. Specifically, the Elevate Committee’s goal is to raise awareness in concerns to
Mental Health. The EIevate Committee strives to accomplish a world in which everyone
can have the tools to become upstanders against atrocities within their daily lives.

This year, the Elevate Committee is advocating for student mental health by
implementing a programme that will teach staff and students how to manage their
thoughts, emotions, relationships, sociocultural interactions and tasks using self-
regulation and mindfulness. Its purpose is to teach staff and students how to alleviate
their stress. Contrary to mental health programmes that focus on destigmatizing
mental illness, the Elevate Committee’s programme emphasizes taking measures to
prevent mental health and illness issues. Ultimately, they will become more mindful of
these things, allowing them to improve both their physical and mental health as well as
self-esteem.

23
GLOSSARY AND

CONCEPTUAL
DEFINITIONS

24
Glossary and Conceptual Definitions
Abuse: Misusing an individual cruelly or using violence. Forms include economic,sexual,
physical, verbal, emotional, academic, and psychological.

Anxiety: A feeling of apprehension and fear, characterized by physical symptomssuch

as palpitations, sweating, and feelings of stress.

Chronic: In medicine, lasting a long time. A chronic condition is one that lasts 3 months
or more.

Depression: A mental illness causing sadness, disinterest, and lack of motivation,

ultimately preventing the individual from performing their tasks and properly
functioning. Its symptoms include either gain or loss of appetite, loss of interest in
activities once enjoyed, either disturbed or excessive sleep, increased fatigue, isolation,
suicidal thoughts, restlessness, and distraction.

Insomnia: Can be either a chronic (long-term, at least three nights per week for at least
three months) or acute (short-term) disorder, wherein the individual has difficulty
either falling asleep or staying asleep throughout the night. Common causes of chronic
insomnia include stress, anxiety, depression, grief, anger, worry and/or trauma.
Physiological conditions, such as sinus allergies and acid reflux, may also cause
insomnia.

Meditation: Meditating is the state of being conscious or aware of one’s thoughts,

emotions, actions, dialogue, surroundings, and interactions. In meditation, the
individual induces consciousness by focusing on one thing, such as their breathing, a
sensation in their body or that of an object near them. It calms one’s mind and body
after a bodily stress response has been triggered and to train the mind not to view a
certain concept, person or object as a cause of stress.

Mental: Relates either to the mind or to disorders of the mind.

Mental Health: The condition of one’s mind, specifically their psychological and
emotional well-being. Good mental health refers to one’s ability to rationally approach
and resolve problems caused by everyday stressors, which entails making informed
decisions and communicating healthily.

Mental Illness: Refers to a variety of mental conditions, including disorders that affect

25
Mindfulness: The state of being conscious and aware of one’s thoughts, emotions,
actions, dialogue, surroundings, and interactions.

Self-Esteem: Possessing confidence in one’s own abilities, value, character, dialogue,

actions, and interactions.

Stress: Comprises the psychological perception of pressure and the body’s response to
this pressure. Perceiving danger, whether physical, mental or emotional, triggers the
body’s stress response, consisting of increased heartbeat and blood circulation,
focusing attention, and preparing muscles to act, all of which allow the individual to
resolve life-threatening problems on a short-term basis. However, this bodily stress
response does not assist the individual in eliminating chronic causes of stress, such as
marital problems. For this reason, prolonged psychological stress often leads to
physical and mental health issues.

Stressor: A stimulus that causes stress. It can be a physical, psychological, or social

force that puts real or perceived demands on the body, emotions, mind, or spirit of an
individual.

26
REFERENCES AND

CITATIONS

27
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