type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

The Change We Need

children hands on a globe

The Change We Need

For too long the topic of mental health/addictions has remained in the shadows of our society. We have made incredible gains and the conversation has started. Unfortunately talking is simply not enough.

I live on the front lines of a chronically underfunded and hyper-fragmented system. My job is to work with children, youth and families to help cultivate hope. We work together to strengthen their ability to fight back against the monsters of depression and anxiety that have hijacked their brains. They are my inspiration.

I should never have to tell them that the best treatments I have learned from my training are simply not available in their communities. They should not have to search through a complicated maze of agencies and services, finding doors shut and blinds closed due to seemingly arbitrary inclusion or exclusion criteria. The best treatment for mental illness is not a waiting list. Help-seeking should not be treated with blame and shame.
 

We and our loved ones should not accept prejudicial and discriminatory underfunding of mental health services.

We need to start advocating for mental health to be treated like physical health.

We must demand an end to the status quo.

The path forward may seem daunting, but together we can accomplish incredible things. From my perspective, the change we need comes back to what binds us as a community…our shared humanity.

First, we must have courage. We must be brave enough to call out the problems with the current system. Stigma is a powerful force that silences even the strongest among us. Until we demonstrate the courage to stand up and share our struggles, we cannot expect others to do the same. Courage does not mean reckless engagement. There are risks and many environments can still be very unsafe. All we need to do is be willing to tiptoe outside out comfort zone and see ourselves as change agents. As a father, I try my best to role model for my kids the message that I am just as flawed and vulnerable as they are. The same role modeling in workplaces helps colleagues know they are not alone. 

Next, we need compassion. Compassion is a word that may mean different things to different people. Compassion is something that we all have but don't always use to out advantage. Out culture has somehow instilled a fear of emotions and a discomfort with feelings that pushes mental health away from physical health. These emotions are our superpowers. Compassion involves intention. Simply taking an intentional approach to change starts with looking past labels and seeing each other as unique human beings, 

Connection is another important ingredient. Sometimes connection involves reaching out to other we know. Other times connection is about takin an effort to connect with complete strangers. System change requires working across professions, sectors, silos and jurisdictions. We are all part of the solution. We should raise our voice together to demand increased funding, decreased fragmentation and the best treatments for those suffering. They deserve nothing less. 

 

Dr. Javeed Sukhera

Assistant Professor, Schulich School of Medicine and Dentistry,
Department of Psychiatry 
Western University

Recent Posts

A group of children joyfully running down a brightly lit hallway, showcasing their excitement and energy. / Un groupe d'enfants court joyeusement dans un couloir, exprimant l'énergie et l'enthousiasme.
Active Bodies, Thriving Minds: Bridging the Physical Activity–Mental Health Gap in Schools
[ Feature Article ] How can we better connect the dots between movement and mindset in our schools? This article draws on research conducted in Ontario school boards and schools; however, the challenges and opportunities identified are relevant across Canada. While specific policies and programs may differ between provinces and territories, schools nationwide are grappling with many of the same questions around student mental health, physical activity, and how best to support young people to thrive amongst competing demands.
Authored by: Dr. Sasha Gollish, Sarah Ryan, Vanessa Coulbeck, Samira Sunderji, Dr. Catherine Sabiston
A group of people holding signs at a rally. One sign says "SAVE THE PLANET" with a blue drawing of the Earth. Another sign says "COOL KIDS SAVING HOT PLANET".
Examples of How a Comprehensive School Health Approach Can Be Used to Address Climate Change
[ Research ] Climate change represents a profound threat to the health and wellbeing of today's children and adolescents, yet its impacts on these populations are not fully understood. Evidence indicates that climate-related extreme events, and the stress associated with climate change, may significantly affect young people's mental health, educational attainment, and physical activity levels. Schools can play a pivotal role in addressing these challenges. One approach to addressing these challenges is using a Comprehensive School Health (CSH) model, which encompasses four pillars: teaching and learning, social and physical environment, healthy school policy, and partnerships and services. This paper presents illustrative ideas for programs, policies, or practices that could align with different pillars of the CSH model in relation to climate change. These examples are intended to prompt discussion and reflection, rather than to assert effectiveness, and may offer ways schools could consider supporting students in responding to climate-related concerns, including climate anxiety, and developing skills to navigate environmental challenges.
Authored by: Brenton Button, Will Burton, Gina Martin
Two children hold a red hoop between them with their hands, smiling.
Hula Hoops as Versatile Equipment for Target Games
[ Feature Article ] Hula hoops are incredibly versatile pieces of equipment. They can be used as stationary targets lying flat on the ground, rolling targets for chase or toss games, or even aerial targets when tossed into the air.
Authored by: Dr. John Byl
A young person in a red leotard smiles while holding up a hand and waving colorful ribbons against a white background.
Big Dreams, Small Budget: Getting Started with Circus Arts
[ Feature Article ] Circus Arts offers numerous benefits, including enhanced self-confidence, creativity, coordination, and resilience. It provides students with the opportunity to develop physical and artistic skills at their own pace, fostering an inclusive environment where everyone can succeed. The program can be started on a small budget using common gym equipment and station-based learning. With a limited amount of equipment, station-based learning keeps costs low while still offering a variety of options for students. This approach ensures that students can practice different skills in smaller groups, fostering focus and creativity without requiring a large investment in expensive Circus Arts equipment.
Authored by: Dani Thomson
PHE Podcast S2E2 cover
Game Changers: How Student Voice Transforms School Communities, Part 1 (The PHE Canada Podcast, S2E2)
[ Podcast ] Welcome to the PHE Canada Podcast! This is the first episode in a two-part series about PHE Canada's Game Changers program. In this first episode, host Caleb Poulin is joined by Sherra Rogers, physical education teacher and Master of Education student at St. Francis Xavier University, along with PHE Canada’s Programs and Resources Lead, Kelsey Fahie, to discuss the research side of the Game Changers project. They explore how the program was studied, what the research process looked like and the key findings that emerged from the participating schools.
Authored by: PHE Canada, Sherra Rogers
1. Un groupe d'étudiants marchant ensemble sur la rue, discutant et riant joyeusement.
When Research Drives Action: The University of Moncton Uses PHE Canada’s Advocacy Report to Strengthen Its Physical Education Program
[ Feature Article ] The University of Moncton drew on PHE Canada’s Erosion of Physical and Health Education in Canada advocacy report to support a review of the admission requirements for its Physical Education program. This initiative demonstrates how evidence-informed advocacy can help strengthen the preparation of future educators and support the long-term sustainability of quality physical and health education across Canada.
Authored by: PHE Canada