Health and Well-being Framework

Edmonton Catholic Schools Integrated Health and Well-being Framework emphasizes our commitment at all levels of our Division to nurture the well-being of our staff and students, and to assist them in developing healthy habits to function well in their homes, schools, and communities.

Our 2024-2025 Division theme, People of Hope, is appropriate for the launch of this framework, since we “hope” that our challenges today—balancing work, school, exercise, eating well, helping others – will lead us to a better tomorrow. Hope for the future is what defeats disillusionment and despair. Hope gives life its meaning.

Of course, meaning is ultimately found through seeking God, which is a journey that will be different for each person. We created this graphic of climbing a mountain to suggest that although each person’s unique path to God may be steep or rocky, it is overcoming these challenges that makes life meaningful. Foundational to health and well-being is to consider our experiences through the lens of the transcendentals: truth, beauty, and goodness.

Pope Francis says “all that is true, beautiful, and good brings us to GOD” – and as is depicted in the mountain graphic, some of us are drawn to paths that climb the face of truth. Engaging with truth helps us understand the world and ourselves more clearly. It fosters intellectual growth, self-awareness, and personal integrity.

Then there are those who are attracted to the mountain’s face of beauty, where the ascent is filled with creativity and inspiration. Experiencing beauty – whether in nature, art, sports, or during Mass – can profoundly impact our emotional and psychological well-being. Beauty inspires, uplifts, and provides a sense of wonder and joy.

Others spend more of their time climbing the face of goodness, where paths are marked by kindness and moral courage. Acts of goodness – such as helping others and showing empathy – create a sense of purpose and belonging.

Together, these transcendentals encourage a holistic approach to well-being that integrates intellectual, emotional, physical, and moral dimensions. By striving for truth, appreciating beauty, and practicing goodness, we cultivate a balanced and meaningful life that supports our overall health and well-being.

There are many paths to God, just as there are many paths to health and wellness.

I encourage each of you in our wonderful ECSD community to incorporate this framework into your daily life.

Lynnette Anderson

Chief Superintendent

This Integrated Health and Well-being Framework is a guiding document intended to promote well-being for staff and students at Edmonton Catholic School Division (ECSD). It emphasizes collaboration, shared responsibility, and continuous improvement, aiming to create a thriving, inclusive community where everyone can reach their full potential. By addressing mental, spiritual, physical, social, and emotional health, the framework integrates well-being into the Division’s spiritual culture and daily practices.

For staff, the framework focuses on creating a psychologically safe workplace that enhances engagement and job satisfaction. It includes legislative requirements, psychological health and safety standards, and various health promotion initiatives.

For student well-being, the framework emphasizes a holistic, evidence-based approach integrating mental, spiritual, physical, social, and emotional dimensions, fostering environments that support students’ overall development. The framework also outlines conditions for mental health support, prevention strategies, and a multi-tiered system of interventions to ensure early identification and treatment of student needs.

Staff and student well-being are closely interconnected, as the well-being of educators directly impacts student outcomes. By promoting staff well-being, schools create a positive ripple effect that supports the well-being and growth of all.

WHO defines health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity.”

Wellness

Wellness is often about the actions you take for a healthier life.

An active process of making conscious choices toward a healthy and fulfilling life. It's often focused on physical health but also includes mental, emotional, and sometimes spiritual aspects.

Well-being

Well-being reflects the overall state of your life and happiness.

A broader, more holistic term that encompasses an individual's overall state of happiness, life satisfaction, and fulfillment. It includes emotional, psychological, and social dimensions, in addition to physical health.

Global Wellness Institute. (2024).

Rooted in the Catholic faith, our schools and workplaces aim to be welcoming faith-filled, inclusive, safe, caring, respectful, and healthy environments. We have a collective responsibility to create communities that enable every individual in ECSD to thrive in mind, body, and spirit, and reach their God-given potential. We believe the health and well-being of our staff and students are integral to their success, and essential to effective teaching and learning. It is our goal to embed this consideration for health and well-being into every facet of our culture, making it a shared responsibility between individuals and all levels of the organization. We are dedicated to ensuring that this is more than an initiative, and becomes a fundamental aspect of who we are and how we operate.

“The healing ministry of Jesus is total and comprehensive in scope; it is directed to the health and well-being of the whole person – in all its dimensions (physical, spiritual, mental, emotional, and social.”) - Canadian Conference of Catholic Bishops. (2005).

We are called to create environments that nurture the well-being of every person, recognizing that spiritual wellness is integral to personal growth and fulfillment. While we acknowledge that not everyone in our community shares the Catholic faith, we are committed to fostering inclusive schools and workplaces where every individual’s spiritual journey is respected and supported. In doing so, we ensure that our communities are welcoming and affirming, enabling everyone to reach their potential within a shared commitment to health and well-being.

The Catholic faith offers a comprehensive framework for integrating health and wellness, emphasizing the unity of body, mind, and spirit. Rooted in the belief that each person is created in the image and likeness of God, the Catholic approach to health and well-being underscores the inherent dignity and sacredness of human life.

This perspective fosters holistic care, addressing not only physical well-being but also spiritual and emotional health. Health and well-being are not a series of isolated parts, but an interconnected whole, where physical, mental, and spiritual aspects are woven together.

“Or do you not know that your body is a temple of the Holy Spirit within you, which you have from God, and that you are not your own? For you were bought with a price; therefore, glorify God in your body.” - 1 Corinthians 6:19-20

The Catholic Church calls for balance, recognizing that the care of our bodies, minds, and souls is intrinsically linked to our relationship with God, to one another, and to creation. We are called to live in harmony with our Creator, and it is through this relationship that true health and well-being are achieved.

“The human person deserves to be preserved; human society deserves to be renewed. Hence the focal point of our total presentation will be man himself, whole and entire, body and soul, heart and conscience, mind and will.” Gaudium et Spes, 3 

The priorities outlined in the Division Plan for Continuous Growth 2023-2026 clearly align with our vision of fostering health and well-being within Edmonton Catholic Schools.

Each priority and its associated goals reinforce a holistic approach to education, emphasizing the development of both students and staff in a supportive, faith-based environment.

Priority: Living Our Faith

Goal F1: Students and staff will grow and develop in mind, body, and spirit.

Goal F2: ECSD schools and departments will clearly demonstrate their Catholic identity as presented in The 5 Marks of Catholic School Identity model.

Priority: Learning Excellence

Goal L1: Students will experience learning opportunities that allow them to fulfill their potential.

Goal L2: Students’ learning needs are met through a collaborative, responsive model of instruction, assessment, and data-informed decision making.

Goal L3: Staff will build their capacity to meet student needs and to be collaborative contributors at their sites and beyond.

Priority: Organizational Excellence

Goal O1: Students, staff, and educational and community partners will work together for our common good.

Goal O2: Staff will utilize ongoing communication, collaboration, and engagement processes to become more effective, efficient, and responsive to the needs of students, families, and each other.

Priority: Embracing Diversity

Goal E1: Students and staff recognize and celebrate the unique gifts and talents of every member of their learning and working community.

The key elements for designing an integrated health and well-being framework are referred to as conditions. These conditions are interconnected and mutually dependent. We have adapted them from the College of Alberta School Superintendents (CASS, 2020) and tailored them to weave well-being into the foundation of our school division:

1. Active senior leadership and shared vision is necessary to effectively implement school-based mental health initiatives. Shared vision and commitment from administrators ensures realistic planning with new initiatives that synergize rather than compete with other school priorities.
2. The framework must include evidence-based practices as well as staff and student feedback at all organizational levels and grades. Should include conversations and feedback loops with a wide breadth of diverse voices. Use of existing surveys, assessments, screens, other data, and focus groups will support evidence of positive change.
3. All ECSD staff have a responsibility to support well-being for all. Mental health is an essential component in enabling student growth and providing satisfying, meaningful work for staff.
4. Systemic professional learning is provided at all organizational levels to support this framework. Professional learning provides opportunities for all school community members to acquire knowledge, skills, and attitudes to promote and implement well-being approaches for themselves, one another, and the students they teach.
5. This framework requires a comprehensive, integrated approach that meets the needs of all staff and students. It requires systemic, school, and individual actions to bring lasting improvements.

Workplace well-being is for all staff, whether they work directly with students or not. In recent years, there has been an increasing awareness of the importance of mental health and well-being in the workplace.

According to a Gallup poll, employees who are “engaged yet not thriving” are more likely to experience burnout, daily worry, and stress. These negative outcomes can lead to increased absences and the need to backfill replacement staff.

By prioritizing mental health and well-being in the workplace, organizations can improve employee productivity, job satisfaction, and overall success.

Robison, J. (2022). What Leaders Should Focus On In 2022. Gallup.

By strengthening connectedness between students, families, and school communities, safe and caring schools support a sense of belonging, positive identity, and a desire to stay in school. This is especially important to the well-being of students who experience hidden mental health risk factors such as trauma, poverty, discrimination, or marginalization.

ECSD upholds the responsibility to ensure that each student and staff member is provided a welcoming, caring, respectful, and safe learning environment that respects diversity and fosters a sense of belonging (Education Act Section 33(1)(d). To fulfill this responsibility, all ECSD staff work to create and uphold an environment where all are welcome, and the dignity and rights of every person are acknowledged and upheld.

“Youth who experience more predisposing or contributing risk factors such as marginalization, inequality, racism, harassment, discrimination, or isolation are at a high risk of engaging in suicidal behaviour and need more protective factors to balance the scales. Indigenous youth, refugees, lesbian, gay, bi-sexual, transgender, queer, and two-spirit (LGBTQ2S+) youth may experience more of these types of negative experiences that can cause lasting impact on mental health and wellbeing… ” Government of Alberta (2020).

Critical to safe and caring schools are the values of Equity, Diversity, Inclusion, and Anti-Racism (EDIAR). Equity is about being treated fairly, not necessarily the same. Alberta Education states that “To support children and students in attaining the goals as stated in the Ministerial Order on Student Learning, school authorities must ensure that all children and students (Kindergarten to Grade 12), regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports.” Government of Alberta (2021).

ECSD’s Equity, Diversity, Inclusion, and Anti-Racism (EDIAR) Strategic Plan outlines priorities, key strategies, and actions that shape the way in which these values are embedded in the ongoing work of Edmonton Catholic Schools. We believe that each person is created in the image and likeness of God and in the goodness, dignity, and worth of each person. A sense of belonging can deeply impact the mental health and well-being of students, staff, and families. As such, the work of EDIAR is closely connected to that within this Integrated Health and Well-being Framework. We honour the dignity in each person by treating one another with empathy, compassion, and respect. Equity, Diversity, Inclusion, and Anti-Racism are guiding values consistent with Catholic Social Teaching, reaffirming dignity at every level.

Comprehensive School Health (CSH) is an internationally recognized, evidence-based approach for building healthy school communities based on collaboration between home, school, and community partners.

ECSD uses Comprehensive School Health as a holistic method of considering student and staff needs. Health and education are interdependent: healthy students are better learners, and better educated individuals are healthier. Research has shown that comprehensive school health is an effective way to enhance that linkage, improving both health and educational outcomes and encouraging healthy behaviours that last a lifetime.

Because each school serves a unique community, all schools have slightly different starting points on students’ wellness journey. For example, one school community may see the need to pursue a snack or lunch program; another school community may need to pursue a school-wide initiative to build student connectedness through social-emotional programs and afterschool programming. If well-being is the destination, CSH is the road which we travel to get there.

By promoting students’ physical, spiritual, emotional, social, and educational development, Comprehensive School Health aims to create healthy school communities where students can thrive both academically and personally. This whole-school model enhances school teams’ capacity to address wellbeing as an essential aspect of student achievement.

ECSD supports the goals for Comprehensive School Health by (Pan-Canadian Joint Consortium for School Heath, 2021):

• Promoting health and wellness,
• Preventing disease, disorder, and injury,
• Intervening to assist children and youth in need or at risk,
• Helping to support those who are already experiencing poor health,
• Addressing disparities and providing an equitable playing field to contribute to academic success.

The Comprehensive School Health framework has an embedded planning cycle that includes setting a shared school vision, identifying priorities, creating an action plan to meet the specific needs of each school community, and monitoring and reflecting on progress.

Actions address four distinct but inter-related components that comprise a Comprehensive School Health approach. They are:

Social and Physical Environment

The social environment is:

• the quality of the relationships among staff and students in the school
• the emotional well-being of students influenced by relationships with families and the wider community

The school’s social environment supports the school community in making healthy choices by building competence, autonomy, and connectedness.

The physical environment is:

• the buildings, grounds, play space, and equipment in and surrounding the school
• basic amenities such as sanitation, air cleanliness, and healthy foods
• spaces designed to promote student safety and connectedness and minimize injury

The physical environment is safe and accessible and supports healthy choices for all members of the school community.

Teaching and Learning

Student-centred learning and teacher training through resources, activities, and curriculum. Students gain age-appropriate knowledge and experiences, helping to build skills to improve their health, well-being, and learning outcomes.

Resources and activities should include school health policies and guidelines, culturally relevant contexts, and school community assets.

Healthy School Policy

The management practices, decision-making processes, rules, procedures, policies, and guidelines at all levels promote student wellness and achievement. Policies also shape a respectful, welcoming, and caring school environment for all members of the school community.

Partnership and Services

Community and school-based partnerships and services are essential links for student achievement. They support the health and well-being of everyone in the school community. They enhance the range of supports and opportunities for students, parents, educators, and others. Examples of partnerships and services are:

• Health and education sectors working together
• Community organizations supporting school activities, student safety, risk interventions
• Donations of product or labour from a company towards the creation of a school garden or lunch program
• Contracts with fruit and vegetable growers/distributors for school fundraising initiatives.

When actions in all four components are harmonized, students are supported to realize their full potential as learners - and as healthy, productive members of society.

Well-being encompasses eight interconnected dimensions: emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual. Attention must be given to all the dimensions, as neglect of any one of these dimensions over time will adversely affect others and, ultimately, one’s health, and quality of life. They do not, however, need to be equally balanced. We should aim, instead, to strive for a “personal harmony” that feels most authentic to us. We naturally have our own priorities, approaches, and aspirations, including our own views of what it means to live life fully.

Emotional

Understanding and respecting your feelings, values, and attitudes; appreciating the feelings of others; managing your emotions in a constructive way; feeling positive and enthusiastic about your life.

Occupational

Preparing for and participating in work that provides personal satisfaction and life enrichment that is consistent with your values, goals, and lifestyle; contributing your unique gifts, skills, and talents to work that is personally meaningful and rewarding

Intellectual

Growing intellectually, maintaining curiosity about all there is to learn, valuing lifelong learning, and responding positively to intellectual challenges

Environmental

Understanding how your social, natural, and built environments affect your health and wellbeing; demonstrating commitment to a healthy environment

Financial

Managing your resources to live within your means; making informed financial decisions and investments; setting realistic goals, and preparing for short-term and long-term needs or emergencies; being aware that everyone’s financial values, needs, and circumstances are unique

Social

Maintaining healthy relationships; enjoying being with others; developing friendships and intimate relations; caring about others; letting others care about you; contributing to your community

Physical

Caring for your body to stay healthy now and in the future

Spiritual

Finding purpose, value, and meaning in your life; participating in activities that are consistent with your beliefs and values

“A healthy school community promotes the holistic development of students in eight dimensions: physical, social, emotional, spiritual, environmental, financial, intellectual, and occupational. While respecting the diversity of each student’s unique strengths, talents, and goals… [the curriculum] seeks to empower all learners to positively engage with their peers and community. With a healthy mind, body, and spirit, students are empowered to experience success at school, with their families, and in their communities.” Alberta Education. (2022).

When we talk about mental health, clarity of language is important. A common language will help build a shared understanding and facilitate collaborative conversations and planning with partners. Government of Alberta. (2017).

“The Mental Health Literacy Pyramid (below) shows four distinct, interrelated states that help us understand and act on our mental health. Using clear language can help reduce stigma and support taking action. The pyramid is not a continuum. One can find themselves at multiple points of the pyramid at the same time. All components of the pyramid are part of one’s overall mental health.”

Retrieved from mentalhealthliteracy.org

Mental health is not the same at all moments in your life; rather, it is influenced by a range of factors, including life experiences, learning environments, and the social and economic conditions that shape our lives.

The image below describes how one can have a mental illness and yet have positive mental health, while a person without mental illness can experience poor mental health due to life circumstances.

Government of Alberta (2017)

A psychologically healthy and safe workplace is one that actively works to prevent harm to workers’ psychological health, including negligent, reckless, or intentional ways, and that promotes psychological well-being.

The National Standard of Canada for Psychological Health and Safety in the Workplace (the Standard), developed in partnership with the Mental Health Commission of Canada, is a set of voluntary guidelines, tools, and resources intended to guide organizations in promoting mental health and preventing psychological harm at work. The Standard provides a comprehensive framework to help organizations of all types guide their current and future efforts in a way that provides the best return on investment.

Mental Health Commission of Canada. (n.d.).

13 Factors of Psychological Health and Safety

The Standard identifies 13 factors affecting psychological health and safety in the workplace. These factors can impact the health, safety, and well-being of staff either positively or negatively, and are within the influence of the employer.

By creating awareness of these factors, and addressing issues pertaining to specific factors, workplaces can positively impact the mental health of staff.

Organizational Culture

• A mix of norms, beliefs, and expectations that individuals hold in common. A good culture is built on trust, honesty, and fairness

Psychological Support

• An environment where psychological and mental health concerns are supported and responded to appropriately

Clear Leadership and Expectations

• Effective leadership exists that enables individuals to know what to do, how their work contributes to the goals of the organization, and if change is approaching

Civility and Respect

• Staff are respectful, considerate, and collegial with one another

Psychological Demands

• A staff member’s interpersonal/ emotional competencies and job skills are appropriate for the position

Growth and Development

• Staff members receive encouragement and support in the development of interpersonal, emotional, and job skills

Recognition and Reward

• Acknowledgement and appreciation of staff member’s efforts in a fair and timely manner

Involvement and Influence

• Individuals are included in discussions about how work is done, how decisions are made, and the impact of those decisions on the work environment

Workload Management

• Tasks and responsibilities can be accomplished successfully within the time available

Engagement

• Staff members enjoy and feel connected to their work and are motivated to do a good job

Balance

• Recognition and support for balance between the demands of work, family, and personal life

Psychological Protection

• An environment in which psychological safety is ensured

Physical Safety

• Appropriate action to protect employees’ physical safety at work

It is our goal to create psychologically safe environments where both students and staff can thrive.

The integration of staff and student well-being within Edmonton Catholic Schools is essential to fostering a thriving and supportive community. Through holistic approaches, comprehensive resources, and collaborative effort, the Division strives to equip staff and students to reach their full potential where everyone feels valued, supported, and inspired to succeed.