Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Designing a student and staff well-being feedback loop to inform university policy and governance
https://rsdsymposium.org/mywellnesscheck-designing-a-student-and-staff-well-being-feedback-loop-to-inform-university-policy-and-governance/
Designing a student and staff well-being feedback loop to inform university policy and governance
https://rsdsymposium.org/mywellnesscheck-designing-a-student-and-staff-well-being-feedback-loop-to-inform-university-policy-and-governance/
Presentation from 'Design Thinking 2016' conference in Sydney. Looking at the work of the Inspire Centre at the University of Canberra. Case studies in Design Thinking through various research projects including Augmented Reality, Location based educational services.
Multi-strand initiatives: using theory of change evaluationsfairnesseducation
Multi-strand initiatives: using theory of change evaluations
Karen Laing and Liz Todd, Newcastle University
Alan Dyson, Kirstin Kerr, and Michael Wigelsworth, Manchester University
2014 CoCo Seminar - Supporting Pre-Service and Early Career Teachers in Austr...nickkelly
This talk presents a number of perspectives upon a growing learning network of pre-service and early career teachers. The learning network has arisen through a collaboration between a number of Australian universities, with the aim of facilitating support in the transition between pre-service education and the first years of service. The talk is structured to refer to this example in posing questions more general to design for learning networks:
- What is the motivation for developing the learning network? Original research into the need to augment teacher support in Australia.
- How do design of the set, activities and relationships align with participant motivations? Participant ownership and designing for culture (desired within the network) as well as cultural history (of the participants in other networks).
- How does theory influence the design process? Theory-based criticism of the design and allowing this to inform further design.
(more info at http://www.nickkellyresearch.com)
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
2016 ATEA presentation on TeachConnect (www.teachconnect.edu.au) about how to design an online platform of teachers. More details at www.nickkellyresearch.com and references included.
What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it).
TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland.
This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of :
- the unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support)
- the design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants
- the design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program
- real-world impacts and discussion of future steps
Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur.
What gets in the way of responding to child neglect?BASPCAN
The development of an innovative organisational learning package
Hannah Roscoe Senior Research Analyst SCIE
Jane Wiffin SCIE Associate
Social Care Institute for Excellence
2016 TeachConnect presentation for QUT teachersnickkelly
QUT TeachConnect Presentation, August 26th, 2016.
This presentation gives a rationale for TeachConnect and its value for preservice teachers in creating a personal learning network.
Instructions for logging on to TeachConnect are included: http://www.teachconnect.edu.au
Presenters: Nick Kelly and Steven Kickbusch
Lecturer: Peter O'Brien
Location: QUT, Kelvin Grove
Peter Jones, Smriti Shakdher, Prateeksha Singh
Clinical Synthesis Map: Cancer Care Pathways in Canadian Healthcare
Jones PH, Shakdher S and Singh P. Systemic visual knowledge translation for breast and colorectal cancer research. Current Oncology 2017 (in press).
The Clinical Map visually represents breast and colorectal cancer processes across Canadian provincial and territorial systems. A roadmap metaphor illustrates a system-wide view of patient flow across the stages of cancer care. Green “road signs” identify clinical cancer stages across the roadmap: Pre-Diagnosis, Peri-Diagnosis, Diagnostic Interval, Diagnosis, Treatment, Rehabilitation, After Care, and Survivorship (with Palliative Care expressed as an end point). The visual metaphor of seasonal trees visually connects these stages to the patient’s cancer journey from pre-diagnosis (summer) through treatment (winter), followed by new growth (spring) in survivorship.
The levels of primary, secondary and tertiary care guide the vertical dimension. Information and communications technology reaches across levels and stages, but is shown disconnected from primary care. The road-like pathways are colour-coded where experts differentiated care pathways between breast cancer (pink) and colorectal (blue). Where not distinguished (white), the pathways indicate current practices shared across the cancer journeys.
Yellow navigation signs indicate cancer events across primary care pathways. Starting with Prevention and ending with Long-term Care, these events show points for primary care continuity during cancer treatment. A parallel path below the stages indicates where some patients may also employ complementary or alternative therapies.
Significant areas of complexity generalized across cancer care are revealed in peri-diagnosis and the diagnostic interval pathways. A patient can be screen-detected (and then present to a family physician, shown in the breast cancer pathway) or may be initially diagnosed in primary care (white pathway). The circular pathways in the diagnostic cycle suggest multiple possible tests within primary care. With a primary care diagnosis, patients are referred and flow to secondary/tertiary cancer care. The stages of intake, biopsy, pathology, and confirmed diagnosis are shown, and the complex pathways of cancer treatment, shown on the map in a typical (not definitive) order of surgery, radiation/chemotherapy, and continuing treatment through assessment of outcome.
Presentation from 'Design Thinking 2016' conference in Sydney. Looking at the work of the Inspire Centre at the University of Canberra. Case studies in Design Thinking through various research projects including Augmented Reality, Location based educational services.
Multi-strand initiatives: using theory of change evaluationsfairnesseducation
Multi-strand initiatives: using theory of change evaluations
Karen Laing and Liz Todd, Newcastle University
Alan Dyson, Kirstin Kerr, and Michael Wigelsworth, Manchester University
2014 CoCo Seminar - Supporting Pre-Service and Early Career Teachers in Austr...nickkelly
This talk presents a number of perspectives upon a growing learning network of pre-service and early career teachers. The learning network has arisen through a collaboration between a number of Australian universities, with the aim of facilitating support in the transition between pre-service education and the first years of service. The talk is structured to refer to this example in posing questions more general to design for learning networks:
- What is the motivation for developing the learning network? Original research into the need to augment teacher support in Australia.
- How do design of the set, activities and relationships align with participant motivations? Participant ownership and designing for culture (desired within the network) as well as cultural history (of the participants in other networks).
- How does theory influence the design process? Theory-based criticism of the design and allowing this to inform further design.
(more info at http://www.nickkellyresearch.com)
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
2016 ATEA presentation on TeachConnect (www.teachconnect.edu.au) about how to design an online platform of teachers. More details at www.nickkellyresearch.com and references included.
What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it).
TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland.
This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of :
- the unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support)
- the design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants
- the design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program
- real-world impacts and discussion of future steps
Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur.
What gets in the way of responding to child neglect?BASPCAN
The development of an innovative organisational learning package
Hannah Roscoe Senior Research Analyst SCIE
Jane Wiffin SCIE Associate
Social Care Institute for Excellence
2016 TeachConnect presentation for QUT teachersnickkelly
QUT TeachConnect Presentation, August 26th, 2016.
This presentation gives a rationale for TeachConnect and its value for preservice teachers in creating a personal learning network.
Instructions for logging on to TeachConnect are included: http://www.teachconnect.edu.au
Presenters: Nick Kelly and Steven Kickbusch
Lecturer: Peter O'Brien
Location: QUT, Kelvin Grove
Peter Jones, Smriti Shakdher, Prateeksha Singh
Clinical Synthesis Map: Cancer Care Pathways in Canadian Healthcare
Jones PH, Shakdher S and Singh P. Systemic visual knowledge translation for breast and colorectal cancer research. Current Oncology 2017 (in press).
The Clinical Map visually represents breast and colorectal cancer processes across Canadian provincial and territorial systems. A roadmap metaphor illustrates a system-wide view of patient flow across the stages of cancer care. Green “road signs” identify clinical cancer stages across the roadmap: Pre-Diagnosis, Peri-Diagnosis, Diagnostic Interval, Diagnosis, Treatment, Rehabilitation, After Care, and Survivorship (with Palliative Care expressed as an end point). The visual metaphor of seasonal trees visually connects these stages to the patient’s cancer journey from pre-diagnosis (summer) through treatment (winter), followed by new growth (spring) in survivorship.
The levels of primary, secondary and tertiary care guide the vertical dimension. Information and communications technology reaches across levels and stages, but is shown disconnected from primary care. The road-like pathways are colour-coded where experts differentiated care pathways between breast cancer (pink) and colorectal (blue). Where not distinguished (white), the pathways indicate current practices shared across the cancer journeys.
Yellow navigation signs indicate cancer events across primary care pathways. Starting with Prevention and ending with Long-term Care, these events show points for primary care continuity during cancer treatment. A parallel path below the stages indicates where some patients may also employ complementary or alternative therapies.
Significant areas of complexity generalized across cancer care are revealed in peri-diagnosis and the diagnostic interval pathways. A patient can be screen-detected (and then present to a family physician, shown in the breast cancer pathway) or may be initially diagnosed in primary care (white pathway). The circular pathways in the diagnostic cycle suggest multiple possible tests within primary care. With a primary care diagnosis, patients are referred and flow to secondary/tertiary cancer care. The stages of intake, biopsy, pathology, and confirmed diagnosis are shown, and the complex pathways of cancer treatment, shown on the map in a typical (not definitive) order of surgery, radiation/chemotherapy, and continuing treatment through assessment of outcome.
By Peter Stoyko
Complex systems are difficult to understand without the
aid of visuals. There are too many moving parts to mentally
keep track of. The parts interact in too many ways. The whole
system is cognitively overwhelming insofar as it cannot be
absorbed in one go without the aid of an external reference.
That is partly due to humans' inability to juggle more than
a few complicated ideas in working memory at one time.
Thus, visuals are a simplifying and organizing device that
complements the way human naturally think if they are
designed well. This poster is an early glimpse of a larger
project (called SystemViz) that explores what it means to
design such visuals well.
SDD Symposium - Bringing Design to Dialogic Design Peter Jones
Design competencies address many gaps in current SDD practice:
- Lack of methods defined for Discovery
- Contested ways of enacting Action from planning
- Creative approaches to coalition formation
- Ability to better adapt & stage practices to differing cultures
(2018) Exploring the service needs of youth experiencing early psychosis in N...Dr. Chiachen Cheng
2018 International Early Psychosis Association (IEPA) 11th Biennial Conference: Boston, MA. October 7-10, 2018.
Poster Presentation
CHENG C, NADIN S, LEM C, KATT M, DEWA CS
Acknowledgements: The NorthBEAT Project was funded by the Sick Kids Foundation in partnership with CIHR (2012-2015). The NorthBEAT Collaborative is supported by St. Joseph's Care Group and funded by the Ontario Trillium Foundation Youth Opportunities Fund (2017-2021).
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
How can we design better technologies with research in mind? This paper summarizes decades of research for those who are interested in designing or investing in technology supported products that focus on social emotional learning, school culture and school culture.
The purpose of this report is to provide a research synthesis about the expanded definition of student success that can be leveraged by EdTech developers, investors, and enthusiasts to support research-aligned product development and adoption. Although research on EdTech lags significantly behind the current interests and needs of the market, there is much relevant research about social emotional development and school climate and culture that is applicable to the design of EdTech tools. Drawing on over 100 publications, this report introduces 6 levers for supporting student success, each with 2 critical research-based findings.
Suggested Citation: Zielezinski, M.; Franz, P.; Thibodeau A. (2020). Optimizing EdTech for an Expanded Definition of Student Success: A Research Review for EdTech Developers. MBZ Labs.
Only have a minute? Head to pages 5-6 for a snapshot of the findings.
a brief history of (product) design
my involvement in human-centered design
history and key concepts of cybernetics
criticality
current algorithmizations
facing current algorithmizations
uncritical cybernetics
criticality cybernetics
uncritical design
critical design
critically intervening in the ecology of artifacts
some propositions of a design discourse to face complex systems responsibly
Jabe Bloom and Ahmed Ansari
TEMPORALLY INFORMED TRANSITION DESIGN
COMPLEX TEMPORAL DESIGN
Interconnected and interdependent
‘systems problems’, exist at multiple levels
of scale within the social and environmental spheres
[Designers need to] understand
how to work iteratively, at multiple
levels of scale, over long horizons of time
Design has a key role to play in societal
transitions to more sustainable futures
Sine Celik Jo Van Engelen, Han Brezet, Peter Joore, Linda Wauben
Managing Creativity: Oxymoron or Necessity?
An analysis of social networks for enhancing regional creative output
Birger Sevaldson www.systemsorienteddesign.net
RSD5 Symposium Systemic Design for Social Complexity
Systems Oriented Design (SOD) is a dialect in the emerging field of Systemic Design. It is maybe the most designerly and practice oriented approach. The red blurry dot in the diagram below shows SOD being off center, closer to design and closer to practice.
Swayang Das, Beda Prakash Das, Sushant Arya and Praveen Nahar
Democratizing Social Innovation: Establishing the platform of Internet of Things in India through Systemic Design Thinking and Design
Eudaimonic Flourishment through Healthcare System Participation in Annotating Electronic Health Records
Peter Pennefather, West Suhanic, Katie Seaborn, Deb Fels
Laboratory of Collaborative Diagnostic, Lesley Dan Faculty of Pharmacy, UofT Inclusive Media Design Centre, Rogers School of Management, Ryerson U
If the Food System Creates Conditions for People to be Nourished
Nourishment is the Output of that System
If The Public Health System Creates Conditions for People to Flourish
Flourishment is the Output of that System
Also
if The Food System is to be Regulated, Nourishment Needs to be Recorded, Accounted and Analyzed. If the Public Health System is to be Regulated, Flourishment Needs to be Recorded, Accounted and Accounted
Tareq Emtairah, Helen Avery and Khaldoon Mourad
Visioning Labs with displaced academics as a design strategy for sustainable post-conflict reconstruction
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Coordination, communications,
technology, measurement,
evaluation, and
knowledge exchange.
LAB
PLATFORM
C
O
NVENINGS AND CO-DESIG
N
PROTOTYPING
SCALING
The design process followed 3 stages.
We revised our theory of change.
The updated theory of change reflects some major strategic shifts in our thinking.
1. The role we see ourselves playing as a philanthropic organization as distinct from those who are more permanently
invested in the wellbeing in schools space
2. The change we want to see happen at multiple levels and in multiple spheres
3. The goals we have related to learning, relationship/capacity, and impact and the interconnectedness between them
1. Co-design: August - December 2015
Building the foundation: from August-September 2015, school districts gathered existing local data on child and
youth wellbeing and summarized this into a Design Brief. The design brief identified community-level strengths
and needs in child and youth wellbeing, and formed the context to inform brainstorming of solutions.
(August - September 2015)
Brainstorm ideas: from October through early November 2015, school districts hosted multiple ‘ideation sessions’ in
their communities to bring together students, parents, teachers, administrators, and community partners in groups
as large as 100 people to collectively brainstorm and design ideas for ‘everyday practices’: simple things that schools
can easily and naturally do to promote student wellbeing. The design criteria of Impact, Desirability, Feasibility, and
Integrability were used to prioritize the best ideas. 5-12 priority ideas emerged from the ideation sessions.
(October 2015)
Refine and select ideas: after the initial ideation session, school districts hosted a smaller group of local
stakeholders (~6-12) that met the OPEN criteria to a single ‘refinement session’. The refinement session was used
to prioritize a smaller number of solutions, elaborate on their design, and clarify their intended impacts. After
the refinement session, the top 1-2 solutions were selected by the local planning teams in school districts. The
selections were informed by a document called the ‘Idea Selection Brief’, which WellAhead circulated to local
planning teams. (November - December 2015)
2. Prototyping: January - June 2016
User and context research: School districts were asked to interview students and teachers and/or observe aspects
of the school environment to inform the initial design and implementation of prototypes.
Developmental prototyping: An initial prototyping team, representing a maximum of 2 schools, began implementing
their ‘everyday practice’ and collecting data from teachers and students.
Scaling prototyping: Depending on how the prototypes were proceeding, some school districts recruited more
teachers and schools to prototype the everyday practice.
3. Scaling: July 2016 onwards
Interpret and share learnings while connecting with work in other provinces.
This phase will be developed further moving forward.
Child and youth mental health
is of growing concern.
Given that young people spend more than 20% of their waking hours in school, this is an ideal context in which to promote positive
mental health and foster social and emotional wellbeing. Yet, schools do not consistently consider wellbeing to be a core part of their
roles. When schools do act, it is often with a focus on immediate impact: an intervention or program that exists for a short period of
time and might produce positive impacts over the short term. WellAhead asks: how can we better integrate wellbeing as a key role of
schools? Achieving long-term transformation requires a system-thinking lens.
Prior to launching in British Columbia in the 2015-16 school year, the McConnell Foundation spent nearly two years consulting with
key stakeholders in mental health, education, and public policy across Canada and internationally.
WellAhead uses a social lab approach to
improve child and youth mental health.
70%
In 2015, WellAhead worked with
6 school districts in BC to test an
approach that involved 3 core elements.
1. Core set of values
Adhering to a core set of values which include collaboration, mass participation, collective ownership, transparency, and emergence.
These values were meant to address the gaps in existing initiatives that we learned about in our R&D phase.
2. Community-led, participatory change process
School districts in BC have significant autonomy, and are in many ways each a mini-ecosystem. We drew upon the design thinking
and the social lab model to hypothesize the following: by giving agency to the district to develop a shared vision, collectively ideate
and select solutions, then prototype these in real time, there would be more buy-in and the work would be more likely to “stick” over
the long-term.
3. Strategic focus on ‘everyday practices’
Teachers are often already overburdened, and they don’t need one more thing to do. Everyday practices to promote wellbeing were
framed as things that were easy to do, didn’t require training, time or money, and could be easily incorporated into the day. Practices
like circle check-in and mindful pause were subsequently prototyped over the school year.
This was our original theory of change.
“Here’s how a year of applying design and systems
thinking changed our approach to advancing
social and emotional wellbeing in schools.”
In Canada, an estimated 1 in 6
school-aged children and youth are
living with mental health problems.
An estimated 70% of mental
disorders manifest during
childhood or adolescence.
Evidence suggests childhood
mental health problems in
Canada are increasing over time.
Graphic design: Aquil Virani (aquil.ca)
Values
Approach
+ Lab Model
+ + =
Improved
child and youth
mental health
Strategic
Focus:
everyday
practices’
Sustained
integration of
social-emotional
wellbeing into the
school setting
Here are the big remaining questions.
• Is a social innovation lab process an effective and feasible
approach at the school district level?
• How can we apply design thinking to inform our work at the
provincial and national level. Who do we involve and how?
• Given the complexity of the system encompassed by wellbeing in
schools, what is a realistic level or scale of intervention?
How do we balance breadth vs. depth of learning and impact?
• What are tools we could use to better track our efforts at multiple
levels and map them against the actions of others to better
visualize system gap?
Applying systems thinking showed
us how different levels interact.
We observed how intentional efforts at certain levels, even when effective, are more successful when supported at other levels.
1. Ecosystem - Common vision and aligned action across stakeholder groups and leaders
about goal of integrating wellbeing in schools (rather than only short-term outcomes)
2. Provincial - Funding for staff dedicated to overseeing/leading wellbeing in schools, wellbeing in curriculum and standards
3. School District - Wellbeing as a named priority in the district.
4. School - Principals needed to “give permission” (culturally/figuratively or in some cases literally) to focus on wellbeing
5. Classroom - Teacher sense of self-efficacy, empowerment.
Strategy
National platform to co-design,
prototype and scale different approaches
to integration of wellbeing in schools
Relationship + Capacity:
Increased capacity and
connection to advance
integration of wellbeing at
the practice, school, district,
provincial and ecosystem levels
Learning:
Better shared understanding
of approaches that lead to
integration of wellbeing in
schools and how change
happens in education
Impact:
Concrete changes to
policy, priorities, structure,
culture and practice to
support integration of
wellbeing in schools
Sustained integration
of wellbeing as a key role
for school communities
Long-term
improvements to
child and youth
mental health
Field building, funding,
capacity building, convening
Evaluation,
knowledge mobilization
Advocacy,
knowledge mobilization
Work with
intermediary
organizations,
institutions and
networks to take
action at multiple
levels
Support learning
and evaluation to
understand what
works and why
philanthropic approaches
Provide
strategic
expertise
in social
innovation
to maximize
efforts
Mobilize knowledge
across jurisdictions to
influence change
Goals Impact
WellAhead is a philanthropic initiative of the J.W. McConnell Family
Foundation that aims to improve child and youth mental health through
sustained integration of social and emotional wellbeing in school
communities. The question, “How do we better integrate wellbeing into the
role of schools” does not have one easy answer. As such, WellAhead uses
a social lab approach that focuses on this end goal and inquiry question,
working iteratively and emergently over time to test a variety of approaches
and scale learnings.
?