Mental Health and Well-Being
At Sudbury Catholic Schools, we are committed to building a community that nurtures a healthy mind, body, and spirit. This includes supporting the mental health and well-being needs of our students. It is estimated that 1 in 5 students in Canada are challenged with a mental health problem that impacts their daily functioning, including academic success. Schools provide an optimal setting where positive mental health can be promoted, mental health concerns can be identified, and pathways to support can be bridged.
In response to Ontario’s Open Minds. Healthy Minds, a comprehensive mental health and addictions initiative, a Mental Health Lead position was created at SCDSB to guide the development and implementation of a mental health strategy to focus efforts on supporting the mental health and well-being of students. A Mental Health and Well-Being Leadership Team, comprised of parent, student, and board and school staff, provides guidance to the overall strategic direction of the board.
The 2017-2020 SCDSB Mental Health and Well-Being Strategy focuses on enhancing student well-being and success. Over the next three years, seven key priorities will be addressed in an effort to build a community that realizes each student’s potential within our inclusive Catholic learning community by nurturing and developing their mind, body and spirit.
For more information on the Board’s mental health and well-being strategy, please go to the following website.
Safe and Accepting Schools
The Sudbury Catholic District School Board is committed to providing a safe, healthy and inclusive environment for its students and staff.
Our Board’s multi-year strategic plan and the initiatives undertaken by our Board demonstrate our commitment to our faith-based, inclusive and equitable community.
With a focus on Community, we provide our students with the tools for realizing their academic potential, while also instilling in them a life-long commitment to their faith, and to the community. We know that true community both requires and creates a sense of belonging, and it is this same sense of community that has been instrumental to the ongoing success of our students.
Faith-based, safe, inclusive and equitable school environments foster and support learning and the ongoing development of respect, responsibility, civility and other positive behaviours and characteristics.
For more information on the Board’s safe and accepting schools strategy, please go to the following website.