Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

DeCoito, Isha.

Abstract

Student centered mental health initiatives have seen a rise in implementation as the mental health risks for adolescents and young people are becoming more recognized. However, regardless of these initiatives, youth continue to demonstrate poor mental health which can result in stigmatizing attitudes and behavior, low self-esteem, poor help-seeking behavior, and increased suicide risk. To explore the disconnect between the goal of educational initiatives and their current demonstrated outcomes, this dissertation utilized social constructivist learning theory and school-based mental health literacy to conduct a content analysis of curriculum documents and textbooks in use within Ontario high schools. This case study examined the official Ontario high school curriculum, to answer the following questions: 1) How much exposure do Ontario high school students have to mental health information in the classroom? 2) What is the nature of mental health education within Ontario high schools? The results indicated that Ontario high school students are exposed to very little mental health content within the classroom, with mental health incorporated courses accounting for only 5.1% of the entire curriculum, and mandatory mental health education accounting for 0.004%. The results also indicated that mental health content offered in Ontario high schools may be out-of-date as the average age of content is seven years old come the 2020 school year. Additionally, the curriculum focuses almost primarily on substance-use and addiction while oversimplifying other aspects of mental health and mental illness and does not address the most common mental health issues affecting youth. Overall, the findings from this examination of the Ontario high school curriculum demonstrates that mental health is not incorporated comprehensively nor is it multidimensional in nature and that much work needs to be done to ensure that youth are receiving a well-rounded, well informed, and effective mental health education.

Summary for Lay Audience

Student centered mental health initiatives have seen a rise in implementation as the mental health risks for adolescents and young people are becoming more recognized. However, regardless of these initiatives, youth continue to demonstrate poor mental health which can result in stigmatizing attitudes and behavior, low self-esteem, poor help-seeking behavior, and increased suicide risk. To explore the disconnect between the goal of educational initiatives and their current demonstrated outcomes, this dissertation utilized social constructivist learning theory and school-based mental health literacy to conduct a content analysis of curriculum documents and textbooks in use within Ontario high schools. This case study examined the official Ontario high school curriculum, to answer the following questions: 1) How much exposure do Ontario high school students have to mental health information in the classroom? 2) What is the nature of mental health education within Ontario high schools? The results indicated that Ontario high school students are exposed to very little mental health content within the classroom, with mental health incorporated courses accounting for only 5.1% of the entire curriculum, and mandatory mental health education accounting for 0.004%. The results also indicated that mental health content offered in Ontario high schools may be out-of-date as the average age of content is seven years old come the 2020 school year. Additionally, the curriculum focuses almost primarily on substance-use and addiction while oversimplifying other aspects of mental health and mental illness and does not address the most common mental health issues affecting youth. Overall, the findings from this examination of the Ontario high school curriculum demonstrates that mental health is not incorporated comprehensively nor is it multidimensional in nature and that much work needs to be done to ensure that youth are receiving a well-rounded, well informed, and effective mental health education.

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