Key Learning Points

• We all have a role to play in supporting our own and each other’s mental health.
• We can learn ways to foster and maintain good mental health.
• It’s important to understand the differences between mental health, mental distress, mental health problems, and mental illness.
• International students and students who are marginalized and/or racialized may face more barriers to accessing mental health supports.
• Talking openly about mental health and mental illness as well as being thoughtful about the language we use helps destigmatize mental illness.
• There are many strategies for coping with stress.
• We can learn and model effective ways to seek support for our own mental health or mental illness.

Practical Considerations for In-Person and Online Sessions

• Read through the Facilitator’s Guide and handouts to familiarize yourself with the content. You may want to download and print the guide as a PDF file.
• Download the slide deck and make any needed modifications.
• Prepare to give a territory acknowledgement to open the session. Also consider ways in which to Indigenize the content. (See Indigenous Considerations.)
• Determine how you will share handouts and other resources. You may want to print out and share during in-person sessions and share the links in the chat for online sessions. You may want to share Handout 1: Wellness Wheel with students ahead of the session and ask that they review it beforehand. Handout 3: Supporting Other Students: Mental Health Resources is a fillable PDF so you can customize it with your institution's contact information prior to the session.
• Think about which scenarios you want students to discuss. Handout 4.1 has just the scenarios (no responses); Handout 4 has the scenarios with suggested responses. There are 11 scenarios to choose from, but it’s unlikely you’ll have time to cover them all.
• There are two videos you may want to bookmark (and have ready to play in a browser) prior to offering the session: Why Stress is Good for You (Scientific American ) (2:32 min.) and Brené Brown on Empathy  (2:53 min.)
• Think about how many participants you expect will attend. The guide assumes a small to medium number of participants (approximately 6 to 30); if your group is very large, you may need to modify some of the small group and reflection activities.
• Add relevant examples and additional insights that are based on your own experience or that are relevant to the student population at your institution.
• Think about the international student populations at your institution. Are there specific cultural differences to consider? For example, in some cultures, such as South Asian cultures, mental illness is still very much stigmatized, and students may be uncomfortable talking about it. A great resource about the mental health of South Asian students is The Pardesi Project. Keep in mind that the mental health words we use in English may not exist in other languages as mental health is rarely discussed in some cultures.
• Consider providing participants with group guidelines prior to the session so people can prepare and create guidelines together. This will save time during the session. (See Group Guidelines for more information.)

Know the Procedures and Contacts at Your Campus and in Your Community

• Become familiar with who to notify at your campus if a student is concerned about another student. For example, does the student contact counselling services? If they’re a residence assistant or teaching assistant do they contact their supervisor? Is there an alert form they should fill out? Who do they contact in an emergency? The procedures may vary from institution to institution.
• Consider which resources, procedures, or policies at your institution are relevant to helping students who need assistance.
• Find out what on-campus and community resources are available that support student mental health, or create your own contacts sheet to share with participants (or have a website ready for viewing on-screen).

Preparing for an In-Person Session

• Laptop
• Projector
• Flipchart or whiteboard and markers
• Handouts
• Handout from your institution with contact information for student supports on campus

Preparing for an Online Session

• Schedule a meeting time in a video-conferencing program.
• Check that the screen-share function is enabled for sharing slides.
• If using chat or breakout rooms, check that they are enabled.
• Share the meeting link and any passwords with participants prior to the session.
• Consider sending the meeting information at least twice, including once the day before the session. You may also want to share suggestions for online meeting etiquette for creating a safe learning space (i.e., sharing supportive comments, respecting confidentiality, etc.).
• Consider asking someone to be the monitor responsible for responding to technical issues and questions posted to the chat.
• As noted above, make sure you have a plan for distributing any resources, such as handouts, online. Remember to let participants know how and when they can expect to receive these resources.

Working in small groups online

Text Attributions

• This chapter by Barbara Johnston and Liz Warwick is licensed under a CC BY 4.0 License.

Curriculum Development and Indigenous Ways of Knowing and Being

• Incorporate Indigenous pedagogical approaches, such as holistic and relational perspectives, experiential learning, place-based learning, and intergenerational learning.
• Involve Indigenous students, faculty, and staff in reviewing, adapting, and evaluating resources.
• Integrate knowledge from Indigenous communities local to your institution.

• How does this work benefit Indigenous communities and help them to meet their goals?
• Will there be benefits for Indigenous students, faculty, and staff?
• Have the community or communities identified their own priorities or goals related to this work?
• How can this work support Indigenous efforts related to healing from past and ongoing colonial violence?

Elders and Knowledge Keepers

Text Attributions

• This chapter is adapted from Consent and Sexualized Violence Training and Facilitator Guide: Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions, by the Sexual Violence Training Development Team (CC BY 4.0 License).

Creating a Safe Learning Space

Opening with Intention

Scope of the Session

What This Session Does Not Include

Group Guidelines

• Share the learning, not the names or the stories (confidentiality).
• Participants have the right to “pass” on activities/questions that feel uncomfortable.
• It is all right to feel uncomfortable or not to know answers to everything.
• It is okay to step out of the session at any time.
• Treat others with respect.
• Be mindful of your language; respect everyone’s names and pronouns.
• Speak for yourself. Use “I statements” to state opinions or feelings.
• Seek to replace judgment with curiosity.
• Take care of yourself.
• Take space, make space (allow everyone a chance to participate).

Content or Trigger Warnings

We will be discussing topics related to mental health in this training. During the training, you can choose not to participate in certain activities or discussion and can leave the session at any time. If you feel upset or overwhelmed, please know that there are resources to support you.

• When discussing difficult content, check in with participants from time to time. Ask them how they are doing, whether they need a break, and so on. Let them know that you are aware that the content is difficult.
• Ask participants to be mindful of their fellow learners during the discussion and remind them that people who have struggled with mental illness may be present in the room (regardless of whether this information has been shared with others).

Trauma Awareness

Before the Session

To Start

During the Session

After the Session

Questions That May Come Up and How to Respond

Transitions and Difficult Conversations

• This is a really great dialogue, but I would like to bring us back to the topic at hand.
• Thank you for sharing that story. I’d like to follow up with you after the session today if we can save this conversation for later.
• I’m getting conscious of time here. Let’s move on for now.
• Your feelings are important and I want to be able to give you my full attention. Would you like to step out and have a conversation about it? My colleague can continue with the session. (This can work if there are two co-facilitators. If there is only one facilitator, you can suggest continuing the conversation after the session.)
• It’s okay for us to agree to disagree. Let’s move on; I’d like to bring us back to some of the activities and questions we had planned.

Self-Care and Community Care

Check-In/Reflection Questions for Facilitators

• What was a positive moment or success in this session?
• How did the participants engage with the different activities? Is there something I want to facilitate or do differently next time?
• Did I or a participant seem to have a response to the material, a shared story, or another participant that was challenging? If so, how was it responded to or resolved?
• Is there something that would be helpful for me to learn about or check with a colleague about?

Mental Health Models: Options for Institutions

The training uses the Mental Health Continuum to show different states of mental health and help participants differentiate between different mental health states.

Mental Health Literacy

Some post-secondary institutions already use what is known as mental health literacy to frame their mental health training and support. Mental health literacy is defined as:

• Understanding how to foster and maintain good mental health
• Understanding mental disorders and their treatments
• Decreasing stigma
• Understanding how to seek help effectively

For more information on mental health literacy, see Kutcher and Wei (2020). If your institution uses the mental health literacy framework, this framework can easily be integrated into this training or replace the mental health continuum. A good introduction to this model is a nine-minute video from the Mental Health Collaborative, The Mental Health Literacy Pyramid, which gives an overview of the framework and the different mental health states. If you have the time, you may want to show it to participants: https://www.youtube.com/watch?v=-aXFzDyuALI

Resources on Mental Health for Further Reading and Preparation

Videos

Other Resources

Text Attributions

• “Creating a Safe Learning Space,” Trauma Awareness,” and “Self-Care and Community Care” are adapted from Consent and Sexualized Violence Training and Facilitator Guide: Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions, by the Sexual Violence Training Development Team (CC BY 4.0 License).
• “Scope of the Session,” “Questions that May Come Up and How to Respond,” “Transitions and Difficult Conversations,” “Mental Health Models: Options for Institutions,” by Barbara Johnston (CC BY 4.0 License).

Media Attributions

• Mental Health Continuum © BCcampus based on the University of Victoria continuum of mental health, which is adapted from on Queen’s University continuum of mental health and the Canada Department of National Defence continuum of mental health.
• The Mental Health Pyramid was adapted from Mental Health Literacy for Student Leaders © UBC Student Health and Wellbeing staff.
• The Mental Health Literacy Pyramid by Mental Health Collaborative, Inc. Standard YouTube License.

• Territory Acknowledgement
• Opening Check In
• Goals and Objectives
• Practical Information
• Support and Self-Care and Breathing Exercise
• Group Guidelines

• Brainstorming Activity: What Mental Health Means
• The Wellness Wheel

• Mental Health Continuum
• Mental Health Terms
• The Relationship Between Mental States
• Dual Continuum Model of Mental Health and Mental Illness
• Activity: Words Matter

• Overview of Marginalized Groups
• What We Need to Keep in Mind
• Activity: Reflection

• Rethinking Stress
• Video: Why Stress is Good for You
• The Stress Curve
• Resilience
• Activity: Thinking about Stress

• Three Steps to Take
• Global Events and Mental Health
• Taking Charge of Your Health
• Activity: Discussion on Taking Care of Your Health

• Activity: Reflection on What We Need When We’re Distressed
• Video: Brené Brown on Empathy
• Steps to Take When Helping Others
• Services and Resources at Your Institution
• Provincial Crisis and Support Lines
• If the Student Won’t See a Counsellor or Seek Help

• Check In with Your Feelings
• Consult with Others
• Activity: Brainstorming Self-Care Ideas

• Activity: Practice Scenarios (11 scenarios to choose from)
• Scenario Debrief

• Summary of Key Points
• Questions

• Welcome and territory acknowledgement
• Goals and objectives
• Practical information
• Support and self-care for participants
• Group guidelines

Welcome

Opening Check In

Goals and Objectives

• Describe mental health and wellness.
• Explore different models and frameworks that help us understand and talk about mental health and mental illness.
• Use accurate language to describe emotions and feelings.
• Examine different ways we may respond to and manage stress and recognize that stress can be a positive signal to adapt to change.
• Listen and respond in an empathetic way to other students who are struggling, while maintaining healthy boundaries.

Structure of the Session

• Mental health and wellness
• Language and marginalized groups
• Stress and taking care of ourselves
• Helping other students (how to respond and refer to students to campus and community resources)

Practical Information

• Provide feedback and share your input during the discussions, as this will increase the learning opportunities
• Jot down notes during reflection activities
• Ask any questions you might have during the session

Support and Self-Care for Participants

Breathing Exercise

• Step 1: Inhale (preferably through your nose) for a count of four.
• Step 2: Hold your breath for a count of four. You're not trying to deprive yourself of air; you're just giving the air a few seconds to fill your lungs.
• Step 3: Exhale slowly through your mouth for a count of four.
• Step 4: Pause for a count of four before breathing again.

Group Guidelines

• This is a learning environment, and not a therapy group.
• What comes up in this room – whether in person or online – stays in the room.
• We expect you to be non-judgmental of each other and show extra sensitivity when engaging in discussion during the session. This session is about gaining a little more comfort and confidence in dealing with this topic.

Text Attributions

• “Territory Acknowledgement and Indigenous Ways of Knowing and Being” by Jewell Gillies (CC BY 4.0 License). All other text in this section by Barbara Johnston and Liz Warwick (CC BY 4.0 License).

Media Attributions

• Clear Blue Running Water at Daytime by Leo Rivas is used under an Unsplash License.
• Lake in Dome Creek, BC by Jakub Fryš is used under a CC BY-SA 4.0 license.

The Wellness Wheel

The Wellness Wheel and Dimensions of Wellness

• Physical wellness
• Emotional wellness
• Academic/career wellness
• Social wellness
• Creative wellness
• Spiritual wellness
• Environmental wellness
• Financial wellness
• Intellectual wellness

• Engaging in some form of physical activity every day for at least 30 minutes
• Eating a variety of healthy foods
• Getting an adequate amount of sleep every night (7–9 hours)

• Practising mindfulness
• Starting a gratitude journal
• Paying attention to self-talk and shifting toward positive self-talk
• Tracking emotions daily to look for patterns and possible triggers

• Setting up academic goals
• Creating a study schedule and plan ahead
• Connecting with a mentor to further your understanding of career ideas
• Reviewing your short- and long-term career goals regularly to make sure you are on track

• Making an effort to keep in touch with individuals who are supportive
• Practising active listening skills
• Joining a club or an organization to meet new people
• Being mindful of commitments you make – know your limitations (don’t spread yourself too thin)

• Playing an instrument or making music
• Engaging in the visual arts
• Trying creative writing
• Engaging in creativity through movement (e.g., dance)

• Volunteering
• Meditating
• Expressing gratitude
• Practising forgiveness and compassion for yourself and others

• Spending time in nature
• When possible, travelling by walking, riding your bike, or taking public transportation
• Recycling and composting
• Using reusable water bottles and shopping bags

• Creating and maintaining a budget
• Paying your bills on time
• Packing your lunch to limit how often you eat out
• Meal planning before grocery shopping

• Trying a new activity at school or in the community
• Exploring things that you are curious about
• Reading and writing for pleasure

Text Attributions

• This chapter is by Jewell Gillies and Barbara Johnston (CC BY 4.0 License).
• “Dimensions of the Wellness Wheel” is adapted from Okanagan College, (n.d.), Wellness peer ambassador handbook. Okanagan College (CC BY 4.0 License).

Media Attributions

• Wellness Wheel © Jewell Gillies is used under a CC BY 4.0 International license. All icons licensed as CC BY 4.0 » yoga by zidney from the Noun Project | heart rate by Naufal Hudallah from the Noun Project | Book by Studio TROISQUATRE from the Noun Project | Gears by Gregor Cresnar from the Noun Project | Lotus by Brad Avison from the Noun Project | landscape by Creative Stall from the Noun Project | forest by Creative Stall from the Noun Project | Sea Sunset by Creative Stall from the Noun Project | Park by Creative Stall from the Noun Project | gaining by Alice Design from the Noun Project | Tree by Brian Hurshman from the Noun Project.

Mental Health Continuum

Mental Health Terms

No distress

Mental distress

Mental health problem

• Cognitive/thinking – for example, “nothing will ever be the same,” “I don’t know if I can go on in my life”
• Physical – for example, sleep problems, loss of energy, numerous aches and pains
• Behavioural – for example, social withdrawal, avoidance of usual activities, angry outbursts

Mental illness

The Relationships Between Mental States

Dual Continuum Model of Mental Health and Mental Illness

Personal Use of Mental Health Terms

Text Attributions

• This chapter was adapted from Mental Health Literacy for Student Leaders © UBC Student Health and Wellbeing staff (CC BY 4.0 License).

Media Attributions

• Mental Health Continuum © BCcampus based on the University of Victoria continuum of mental health, which is adapted from on Queen’s University continuum of mental health and the Canada Department of National Defence continuum of mental health.
• Dual-Continuum Model © BCcampus based on the conceptual work of Corey Keys and a diagram created by CACUSS and Canadian Mental Health Association is licensed under a CC BY-NC license.
• Clear Blue Running Water at Daytime by Leo Rivas is used under an Unsplash License.

Indigenous Students

LGBTQ2S+ Students

Students with a Disability

Racialized Students

International Students

Socio-economic Status

What We Need to Keep in Mind

Text Attribution

• This chapter is by Barbara Johnston (CC BY 4.0 License).

Media Attribution

• Reflection of hearts icon by Álvaro Bueno, ES is used under a CC BY 4.0 License.

Rethinking Stress

• Stress is part of the post-secondary experience.
• The stress response is normal. It signals our body to adapt.
• Each time we adapt to a daily stressor, we develop the skills to be more resilient and cope with stress the next time.

The Stress Curve

Resilience

Text Attribution

• This chapter was adapted from Mental Health Literacy for Student Leaders © UBC Student Health and Wellbeing staff (CC BY 4.0 License).
•  “Traditional Healing Practices” by Jewell Gilles (CC BY 4.0 License).

Media Attributions

• Why Stress Is Good for You - Instant Egghead #40 by Scientific American. Standard YouTube License.
• Stress Curve © BCcampus is used under a CC BY 4.0 License. Adapted from Yerkes-Dodson Law (1908).

Three Steps for Coping with Stress

1. Reframe the Stress Response

• Think of it as a signal for your body and brain to adapt to changes in your environment and prepare for a challenge. The stress response is your body’s way of letting you know that you need to adapt to changes in your environment. Learning how to effectively manage the stress response can help you build resilience.
• Reframe the stress response: “My body and brain are getting me ready to face this challenge. I am getting ready for an important task.”
• Identify the source of your stress response: “Why am I feeling this stress response?” (Refer to the Wellness Wheel to identify what may be out of balance.)
• Make a plan: Use past experiences or brainstorm new ways to approach a difficult situation. Discuss the situation with friends and family and ask for help, if needed.
• Apply your solutions to the problem.

• If your studies are the source of your stress response, access support and resources to develop your learning strategies.
• Feel like you have too much to do and don’t know where to start? Consider how you are managing your time.

2. Model or Apply Effective Coping Skills

• Considering solutions to the problem
• Connecting with your social support
• Practising healthy habits for sleeping, eating, and physical activity

• Focus on getting enough sleep.
• Fuel up on healthy foods.
• Exercise – walk, stretch, go to the gym, dance, or do yoga.

• Create art or write – draw, journal, write poetry or a compassionate letter to yourself.
• Curl up on a couch with a book.
• Enjoy a hot beverage with a friend or family member.
• Listen to comforting music.
• Spend time on your favourite course.
• Remind yourself of your strengths. (I’m good at ...)
• Garden – grow something, bring flowers into your room.
• Laugh – read a funny book, watch a comedy, visit a local garden.
• Try muscle relaxation exercises.
• Find a quiet, safe space, such as a garden, park, or library, where you can relax.

• Call friends or family when you need to talk.
• Build a support network – contact old friends or join a club.
• Have fun and meet new people by volunteering in your community.
• Connect with individuals with similar experiences and interests.

3. Try Reducing Your Stress Response in the Moment

• Step 1: Inhale (preferably through your nose) for a count of four.
• Step 2: Hold your breath for a count of four. You’re not trying to deprive yourself of air; you’re just giving the air a few seconds to fill your lungs.
• Step 3: Exhale slowly through your mouth for a count of four.
• Step 4: Pause for a count of four before breathing again.

Taking Charge of Your Health

• Sleep, exercise, nutrition, social connections, and activities that give you a sense of purpose, such as helping others, have all been shown consistently to positively impact mental and physical health.
• These five strategies consistently show positive impacts. You likely do many other things to maintain and enhance your health.

• Every time your life situation changes – where you live, where you work, who you spend time with, how you spend your time – your health behaviours can undergo a shift.
• It’s important to reflect on how and whether you are engaging in activities to maintain these five areas of your life. For example, maybe you don’t have time to exercise all the time, but when you are feeling like you need a break from studying for your midterms, you can go and be active to feel at your best.
• More importantly, what physical and mental health looks like for you – given your likes/dislikes, unique life situation, physical ability, and so on – may be different from other people you know. What works for one person – say, swimming twice a week at an aquatic centre – may not work for someone else.

ACTIVITY: Discussion on Taking Care of Your Health

Have participants break out into small groups to discuss the following:

• You can be a role model for other students. You can be proactive with your own health and you can encourage your peers to engage in activities that will help them attain and maintain good health.
• What does this look like for you as a student? Consider the ways in which you maintain your physical and mental health in terms of these areas of your life.

Short Break

If you would like to give participants a short break, this is a good time to do it. It will give them a chance to get up and stretch and reflect on all they’ve learned about mental health and taking care of themselves before moving on to the next sections, which focus on how students can help other students who are struggling with stress or experiencing mental distress.

Text Attributions

• This chapter was adapted from Mental Health Literacy for Student Leaders © UBC Student Health and Wellbeing staff (CC BY 4.0 License).
• “Global Events and Mental Health” by Barbara Johnston is licensed under a CC BY 4.0 License.

Steps to Take When Helping Others

1. Listen actively.
2. Respond with empathy and understanding, and normalize stress as part of the university experience.
3. Ask an open-ended question to help your peer process and understand their situation. (This is to help the student better understand their own situation, and not necessarily for you to better understand).

4. Review the Wellness Wheel and Coping Strategies handouts to explore options.
5. Identify key next step(s).

Services and Resources at Your Institution

• Counselling services help students manage personal, academic, and life concerns. Professional counsellors provide individual and group counselling sessions for students.
• Campus security helps coordinate responses to student emergencies and crises. If you have to call 911, also call campus security, as security can help the first responders locate where to go when they arrive at the campus.
• Indigenous student centres offer programs, mentorship, and a gathering place. An Elder may be available to talk to students.
• Health or medical services offer health and mental health care for students.
• International student services help students with personal or academic issues, study and work permits, and visa applications.
• Accessible learning centres provide services, coordinate academic accommodations for students, and act as a resource to work with the university community.
• Pride centres provides support to LGBTQ2S+ students.
• Sexualized violence resource centres offer support for victims of sexualized violence.
• Financial aid helps students needing financial support for their education.

Provincial Crisis and Support Lines

• Mental Health Support Line: 310-6789 (no need for area code)
• Here2Talk:1-877-857-3397 – a 24-hour phone and chat counselling support service for B.C. post-secondary students that offers free, confidential counselling and community referral services via app, phone, and web
• BC Suicide Line: 1-800-784-2433 (1-800-SUICIDE) – a crisis line for anyone considering suicide or concerned about someone who may be
• KUU-US Crisis Response Services: 1-800-588-8717 (1-800-KUU-US17) – provides culturally safe support, 24/7, for Indigenous people in B.C.
• The First Nations Health Authority website lists Indigenous resources.

• If it’s an emergency situation, such as a student who has taken pills, is experiencing psychosis, or is a danger to themselves or others, call 911 and campus security.
• If it’s not an emergency, but you are concerned, it can be helpful to offer to contact support services on the student’s behalf while they are with you. You may also offer to walk with the student to counselling services.

If the Student Won’t See a Counsellor or Seek Help

Privacy

Text Attributions

• This chapter is adapted from Capacity to Connect: Supporting Students from Distress to Suicide © Vancouver Island University (CC BY 4.0 License) except for “Steps to Take When Helping Another Student,” which is adapted from Mental Health Literacy for Student Leaders, by University of British Columbia Student Mental Health and Wellbeing staff, University of British Columbia (CC BY 4.0 License).

Media Attributions

• Practicing Empathy by Melissa Hogan is licensed under a CC BY license.
• Brené Brown on Empathy by RSA. Standard YouTube license.
• Reflection of hearts icon by Álvaro Bueno, ES is used under a CC BY 4.0 License.

Check In with Your Feelings

• You feel overly responsible for another student.
• You often think about how to solve the student’s problems.
• You think the student’s problems are more than you can handle.
• You feel stressed out by the student’s issues or behaviour.
• You feel pressure to solve the student’s problems.
• You feel uneasy or have a gut feeling that the student is not okay despite the student denying it.
• You see a pattern repeating itself in your interactions with a student.
• You find yourself avoiding the student.
• You feel anxious or angry when the student approaches you.

Consult with Others

• You are concerned about another student’s safety or well-being but are unsure how or whether to intervene.
• You are uncertain about how to respond to a student who you think may need help.
• You continue to be concerned about a student who has declined help.

Text Attribution

• This chapter is adapted from Capacity to Connect: Supporting Students from Distress to Suicide © Vancouver Island University (CC BY 4.0 License).

Media Attribution

• Flower of an Indian Lotus © Hong Zhang is licensed under a CC0 license.

Options for Scenarios

1. Student who’s struggling to balance studies with caring for their child

Alex is a single parent who is going to school full-time and is unable to find reliable daycare. The daycare on campus is full and Alex is on a waitlist; all the other community daycares are also full. Alex’s daughter, Gemma, is a toddler, and Alex is wary of leaving her with a stranger. Alex has no family in the area, and friends are unable to help as they either work or go to school themselves. With final exams coming up, Alex is having trouble finding time to study and feels options are extremely limited or non-existent. Alex tells you they have been trying to study while Gemma sleeps but cannot keep it up for much longer because they are feeling so sleep deprived. Alex looks unkempt and has dark circles under their eyes; they look like they are about to cry and seem very stressed.

Key points

• Empathize and acknowledge their need to ensure the safety and well-being of their child.
• Provide possible resources the student has not thought of, both within and outside of the school setting.
• Suggest they talk to their instructors to let them know about their situation and possibly request extensions on assignments, if needed.
• If your friendship is close and you have time in your schedule, you can offer short-term babysitting.

Possible response

I can see you really care about your daughter and how important it is to ensure she is safe and well-cared for. I also see how hard you are working to do well by studying while she is sleeping. I admire and respect you for putting yourself through school while raising a child. Is there anything I can do for you right now that would ease your stress? (You could suggest a beverage or food or a walk or even a shower if they seem a little lost or unsure. Sometimes parents are so focused on their children, they forget their own basic needs, and taking care of some of them can help them focus and feel more grounded.) I know it may feel like you are out of options, but perhaps we can figure this out together. We can contact student services on campus. They may have a list of caregivers for this specific reason or resources/referrals for parents. We can also try Facebook and ask the community if they know of any reputable caregivers that have space for your daughter. Perhaps it would be a good idea to speak to your instructors so they’re aware of everything that you’re juggling. They may be able to give you more time for assignments or may have resources or ideas you haven’t thought of yet.

Responses to avoid

• Don’t worry, I’m sure you’ll think of something. (Chances are, they have thought of everything they possibly could think of. They would not be talking with you if they had any possible solutions in mind.)
• Can’t you just put her in front of the TV while you study? (Most parents do not use TV with toddlers as a long-term solution to a chronic problem.)
• Thank goodness I don’t have kids; school is hard enough without them. I don’t know how you do it. (Although this may feel like you are complimenting their strengths as a parent and a person, it’s unhelpful and the focus is no longer on their situation and has shifted to how much easier it would be without children.)

© Dagmar Devine (CC BY 4.0 License)

2. Student who’s genderqueer and just gone through a bad breakup

You have been paired up with Leslie on a semester-long project in one of your classes. Leslie is upfront about being genderqueer and asks you to use the pronouns they/them. Leslie is enthusiastic, shows up to all the meetings, and completes their portion of the work on time. However, as the semester progresses, Leslie begins missing meetings, is harder to get hold of, and is either late with their contributions or the work is subpar compared with their earlier submissions. When you ask if everything is okay, Leslie admits they are going through a bad breakup and is having a hard time handling it. They are having difficulty concentrating on their work, they aren’t sleeping well, and they are drinking a little more than usual. Leslie tells you they are thinking about dropping out and don’t know what to do.

Key points

• Be empathetic and supportive while taking a strengths-based approach, highlighting their capabilities as a student and their resilience in the face of stress and hardship.
• Be mindful when referring to them or their partner with the proper pronouns and stay conscious of it.
• Connect the student with LGBTQ2S+-friendly resources, such as counselling services, at the school or in the community.
• Provide support by discussing how your joint project’s deadlines, delivery, and work can be altered to allow for flexibility without loss of quality or imbalance in the division of work.

Possible response

I’m sorry to hear about your breakup with your partner. In my time working with you on this project, you have been diligent, hardworking, and enthusiastic. I can see your situation is causing you a lot of stress and sadness and distracting you from your studies. Have you spoken to anyone about this? Do you have support at home or with friends or family? The school has some excellent LGTBQ+-friendly counselling services you can access as well. Maybe it would help to talk to someone about what you are going through? I know you’re having a really hard time and I commend you on continuing to show up and trying the best you can; it’s a testament to your resilience. Although we do need to complete our project, I’m flexible in how we continue with it. Is there anything we can change to ease some of your stress, such as working on it together instead of separating the work and then meeting?

Responses to avoid

• Cheer up, there are plenty of fish in the sea! I’m sure you’ll have no problem meeting someone new. (Although this may be true, it minimizes the pain and grief the person is going through. They need time to process their experience before they can move on.)
• Did you break up with your boyfriend or girlfriend? (At no point is it necessary to know the sex/gender of their partner. If they do not disclose this information, it is because they have chosen not to and the physical sex or gender identification of their partner will not impact the way in which you support your peer. Using gender-neutral terms like partner or significant other is more appropriate and respectful, and mirroring the language they use to describe their significant other is the best option.)
• Can’t you just get over it and move on? We have deadlines, and I don’t want to get a bad grade. (Although the concern for a bad mark is real, adding stress and pressure to a situation does not help or support the student in crisis; it only adds to their stress.)
• I know exactly what you are going through. When I went through that, I [insert personal story]. (This may seem helpful, but it takes away from their experience, and when we offer personal anecdotes, we stop listening to their story and concerns. Maintaining the focus on their situation allows them to talk through their experience with someone and sometimes that is all they need to move forward or find clarity in a situation and seek the help they need.)

© Dagmar Devine (CC BY 4.0 License)

3. Indigenous student triggered by lesson content

You are in class when the instructor begins talking about Canada’s residential school system and the abuse and forced assimilation of Indigenous children. As the lesson closes and students begin to pack up, you notice that a usually gregarious Indigenous student is sitting quietly and appears to be wiping tears from their eyes. When you approach the student, they tell you that their grandmother was in a residential school and they found the lesson very triggering.

Key points

• Recognize and validate the student’s distress without appropriating it.
• Actively and non-judgmentally listen to the student’s story, if they wish to share it with you.
• Connect the student with Indigenous services (such as an Elder in Residence or an Indigenous or liaison counsellor).
• Offer support in contacting the instructor about trigger warnings in future.

Possible response

Thank you for sharing that with me. I noticed you were tearful, and I’m very sorry that you’re upset. I won’t pretend to know exactly how you’re feeling, but I understand there is intergenerational trauma related to the residential school system. If you feel comfortable, please tell me more about how you’re feeling and how you’ve been affected. Can I assist you in accessing Indigenous services? There are staff on campus who can connect you with Indigenous Elders and counsellors. If you’d like, I can also talk to the instructor about providing trigger warnings on content like this in the future, or I can support you in contacting the instructor.

Unhelpful responses

• Well, that was a long time ago, and it didn’t happen to you.
• You need to develop a thicker skin; don’t be so sensitive!
• A lot of groups have been oppressed.
• Oh my gosh, that instructor is totally racist! Don’t worry, I’m going to take up your cause and make sure everybody knows how totally unacceptable this is! (This response disrespects the Indigenous student’s voice and agency. It appropriates their trauma and misunderstands the situation.)

© Jenny Guild (CC BY 4.0 License)

4. Homeless student misses study group

You are part of a study group that has been meeting regularly through the semester. Recently, one member’s attendance has become sporadic. When they do show up, their appearance is dishevelled, and they seem to have a hard time concentrating. When you ask them about this, they confide that they have been evicted from their apartment and must live in their car for a few weeks until they can afford a deposit on a new place. They explain that it’s hard to find a quiet and comfortable place to study or sleep, and their coursework has suffered as a result. They also tell you that they feel a lot of stress and shame about the situation.

Key points

• Validate in an empathetic and non-judgmental way.
• Respect privacy.
• Offer to connect the student with relevant resources, such as shelters, counselling, financial aid, bank programs, and library study spaces.
• Set personal boundaries.

Possible response

You have nothing to be ashamed of; many of us have gone through financial hardships through no fault of our own. I understand it must be a stressful situation, and I will respect your privacy. Can I connect you with some services that might help you at this time? Financial aid has scholarships, bursaries, and assistance programs that could help you financially. There are food bank programs and shelters in the community. A counsellor could help you deal with the stress. And if you need a quiet place to study, there is always the library and campus study spaces. I can show you these spaces and support you in accessing these resources.

Unhelpful responses

• Oh my gosh, I can’t believe you’re homeless!
• You really need to learn to manage your money better.
• Don’t worry, you can move in with me today and stay as long as you need to! (This response is not conducive to maintaining healthy personal boundaries.)

© Jenny Guild (CC BY 4.0 License)

5. Transgender student who needs support with a culturally unsafe instructor

Alexa, a transgender student, approaches you after a LGBTQ2S+ meetup on campus. She tells you that one of her instructors refuses to call her by her name, stating that “preferred names” are optional as per school policy. Occasionally, the instructor will use Alexa’s name, but will self-edit it; for example, calling her “Alex” instead of “Alexa.” The student feels disrespected and humiliated by her instructor during class, so if she does attend class she sits in the back and doesn’t participate very much. She explains to you that she needs to do well in the course so she can get into the program she wants. She expresses feelings of sadness, hopelessness, and frustration during this interaction.

Key points

• Listen empathetically and support the student while recognizing her capacity.
• Validate her experience and recognize that you do not personally know this experience (if appropriate).
• Acknowledge the student’s strength and resilience and remind her that she is valued.
• Offer to help connect her with campus and community resources, such as counselling services and advocacy groups that can support her (e.g., the student union or other advocacy services on campus or in the community).

Possible response

Thank you for sharing your story with me. I’m sorry this happened to you. It must be so frustrating for your instructor to not understand trans reality. I can appreciate how your instructor’s behaviour is impacting your well-being. You are valued, and there are many people and services that can support you through this. How can I help? I hear that you’re feeling sad and hopeless, and I’m concerned. Would you like to talk to a counsellor on campus? Counselling is confidential and free for students. I can walk with you to counselling services if you like, or I can give you their location and contact information. Another option is I could help you connect with the pride centre. They have free short-term counselling as well as sliding-scale or low-cost long-term counselling services. I can also give you the online crisis resources so you can access them if and when you're ready. Is that okay with you? If you like, we can also speak to the student union on campus to discuss mediation if you want to talk to the instructor or the director of the department about this. I can walk with you to the student union, or I can give you their location and contact information. I can also be present to support you throughout this process as well.

Unhelpful responses

• I understand what you are going through. You can wear dresses if you want.
• I’m sure the instructor was not intentionally trying to misgender you. Maybe they didn’t know. Did you tell your instructor you are transgender?
• Have you considered looking more feminine? Perhaps wear makeup, long hair, or dresses so you look less ambiguous.
• Are you sure you are transgender? Maybe you are gay instead.

© Arica Hsu (CC BY 4.0 License)

Resources for Supporting LGBTQ2S+ Students

When speaking to a transgender student, use the name of the student:

• Say “What is your name?”
• Do not say “What is your preferred name?”
• If it is necessary to determine the student’s name in the registry, say “What is your legal name?”

Use a transgender or non-binary student’s appropriate pronoun:

• Say “What are your pronouns?”
• Do not say “What are your preferred pronouns?”

Online Resources Here are some helpful online LGBTQ2S+ resources on language:

• The Genderbread Person. “Genderbread Person v4.0.”
• University of California, San Francisco. LGBT Resource Centre. “General Definitions.”
• University of California, Davis. “LGBTQIA Resource Center Glossary.”
• Alberta Health Services. “Terms to Avoid.”
• Trans Care B.C. “Two-Spirit.”
• Re:searching for LGBTQ2S+ Health. “Two-Spirit Community.”
• 2 Crees in a Pod. “Embracing My Two-Spirit Journey with Prestin Thotin-Awasis.”

6. Engineering student who appears anxious and rushes out of class

Your classmate usually sits at the very back of your engineering class and keeps to themselves. Today they arrive late, and you notice them taking one of the remaining seats at the busy centre of the lecture hall. Other classmates are engaged in loud conversations with one another. Your classmate appears to become anxious. You notice them frantically shuffling their body. As additional classmates fill up the remaining seats, your classmate hastily grabs their belongings and runs out of the class, sweating profusely. You decide to follow them out of class to see how they’re doing. When you talk to them, they tell you that they were just anxious and needed to get out of the room to relax.

Key points

• Express support and empathy and let them know you support them.
• Technical fields like engineering may appear to be emotionless environments to many students, but all students need support sometimes. Bring attention to mental health care by reaching out and sharing available resources.

Possible response

I noticed that you had an uncomfortable reaction in class and left class earlier. Are you doing okay? I just wanted to check because I know I sometimes feel overwhelmed during class. I know there can be all sorts of pressure, and I’m here if you want to talk about anything. How about we try and sit together next class? I can save you a seat. Note: If the student says they’re fine and they don’t share anything else with you, that’s okay. They now know that someone else cares about their well-being and you’re available if they want to talk. If the student indicates that they’re feeling like they can’t cope with all the pressure or says anything that concerns you, you could suggest they connect with student services to find out about the resources that are available on campus to support students and help them learn coping strategies for dealing with all the stresses of being a student. You could also offer to walk over to student services with them, but you should take your cue from them.

Unhelpful responses

• Hi there. I noticed that you ran out of class. I feel like that was weird. Next time, you should stay at the back of the class. If the seats are full, just find a spot on the floor up there or stand.
• Hey, it looks like you need to see a counsellor. I know a person who suffered from social anxiety, and they eventually decided to drop out of school. This is a huge problem, and you need to get it fixed right away. I don’t want to see you suffer the same fate.

© Hamza Islam (CC BY 4.0 License)

7. International student who is not able to pay fees

An international student you know from classes is not able to pay all their fees for the semester. The student tells you that they didn’t get any kind of financial aid. They discussed their situation with their parents, but they are not able to send money because their business was shut down during the pandemic. The student is really upset and appears to be on the verge of tears when they talk to you. They are worried they’ll have to drop out and say they feel helpless and very stressed.

Key points

• Highlight support and empathy.
• Tell them about resources on campus, such as financial aid, international student services, and health and wellness services, which has resources on ways to reduce stress.
• Suggest they visit a local food bank.

Possible response

I’m sorry to hear that you are having such a difficult time. I can understand that this is very stressful and heartbreaking for you. Did you know there are a lot of really helpful services right here on campus? You could also talk to someone in international student services to see if they have any suggestions. And there’s also the financial aid office on campus, and they may be able to suggest bursaries or loans. The health and wellness centre has staff and counsellors who can help you if you are feeling stressed and low. There’s also the food bank, which provides free food to students in need. I can help you connect with all of these services if you’d like.

Unhelpful responses

• Why don’t you just get a job? That’s what most students do when they’re short of cash.
• So how much money does your family make and how much are they sending you?

© Mehakpreet Kaur (CC BY 4.0 License)

8. International student feeling overwhelmed by academic and work commitments

Salem arrived in Canada three months ago and is struggling with absorbing school material in English. Salem has to work after classes to support their family, so there is no time for extra tutoring or study club. Because of late-night shifts, they are having trouble keeping a consistent sleep schedule and preparing meals for the week. Salem explains to you that they have a midterm exam coming up. Salem discloses to you that in their culture, grades play a large role in defining one’s self-worth and social status—and this exam is no exception. They are visibly distressed, their eyes swollen with dark circles underneath, and they mention their lack of appetite and lack of communication with their loved ones.

Key points

• Acknowledge and validate student’s feelings and concerns.
• Ask if they need advice or a compassionate listener; if the latter, listen attentively.
• If the student needs advice and support, offer to connect them with relevant services, such as financial aid, international student services, mental health resources, or academic advising for additional support.
• Offer to support the student in their advocacy with instructors about their school-life balance.
• Offer to help research food banks, bursaries, and student loan resources.

Possible response

I’m so sorry to hear about what you are going through. Your feelings and concerns are valid and deserve to be heard. I can’t imagine how challenging it must be to navigate school, work, and personal life in a foreign environment, far from home and family. I admire your resilience and perseverance in this difficult situation and appreciate you opening up to me about your experiences. You are not alone, and we are here to support you. How can I help? Do you need a listening ear or support with brainstorming options? I’d be happy to help you navigate the many student services on campus. Have you spoken to anyone at international student services or financial aid? They may be able to help. Have you contacted your instructor? There are ways to make a request for an extension on assignments. Would you like assistance with that or help with putting together a study plan? We can also look into local food banks and bursaries together, to free up your time to allow for more rest and studying. When was the last time you connected with family and friends? They care about you and your health; we can call them together if that would help. Your academic performance does not define your worth; there is so much more to you as an individual.

Unhelpful responses

• This is just an exam, you’ll be fine. This is just what student life is like.
• Don’t blow this issue up. I had exams too and was just fine.
• I don’t see other international students complaining. You should be grateful you even get to be here.
• Actually, I had the same problem when... [continue talking about yourself].
• It’s because your English isn’t that great. Things will get a lot easier when your English improves.
• Just talk to your instructor, it’s not that big of a deal.
• Wow, the way your culture is this focused on grades is so regressive.
• This is school, what did you expect?

© Malena Mokhovikova (CC BY 4.0 License)

9. Student worried about failing a course and disappointing their family

Cobie is the first member of their family to attend a post-secondary program, and their parents and grandparents have invested most of their money in their education. Cobie has come up to you, as a teacher’s assistant, in a panicked way after class. They explain that they just got their mark back for an assignment, and they failed it and are unable to improve their mark. They will likely fail the class because of how much the paper was worth. The student is clearly panicking, and is displaying frantic behaviours like pacing, speaking rapidly, and fidgeting with their hands, and is on the verge of crying. They say that they feel guilty for wasting their parents’ and grandparents’ money and are embarrassed to tell them that they failed on the paper. They say they feel helpless and stuck, with no way out of the situation.

Key points

• Validate the student’s feelings and emotions, and show your understanding of their situation.
• Provide options for the student, such as discussing a rewrite with the instructor.
• Encourage the student to visit counselling services.

Possible response

This sounds really challenging, and I’m so sorry that you are going through this tough time right now. It must be really hard and upsetting to have worked so hard on a project and not got the mark you wanted. Your parents and grandparents care about you; that’s why they have helped you with school. You are a hardworking student and this one grade does not define you. I suggest you first talk to your instructor and see if they’re open to you rewriting your assignment. If that’s an option, you could get extra support from the learning centre. If redoing your assignment isn’t possible, there is the option of taking the class again or taking a different class that you might be more interested in. I’m here for you, and you can come to me to talk. If you’re feeling really overwhelmed by this, there are also counselling services on campus, and I can recommend a counsellor who can help you through this tough time. Would you like me to help you connect with counselling services?

Unhelpful responses

• Don’t worry about it. This assignment probably doesn’t matter as much as you think it does.
• Your parents and grandparents won’t be mad at you for failing one assignment.
• You probably should have worked a bit harder and then this wouldn’t have happened.

© Jackson Mackenzie Nicholls (CC BY 4.0 License)

10. Student triggered by an instructor’s comments about weight and body image

Your friend Blue, who is recovering from an eating disorder, just ran out of class because of triggering course content. Blue is non-binary, queer, bi-racial, and neurodivergent. In class, the instructor was discussing nutrition, body image, and healthy eating when they made an implicitly offensive comment about weight and body mass index. This triggered Blue, causing them to run out of the classroom. You also leave class to check on them, and you find them pacing up and down the hallway, scratching their arms, and tugging at their shirt to pull it away from their body.

Key points

• Listen and respond in an empathetic way.
• Ask them if they have anyone to talk to.
• Offer to go with them to a quiet place on campus, such as a student hub, so they can ground themselves.
• Ask if they’d like to talk to a counsellor and offer to help connect them with counselling services.

Possible response

I noticed that you ran out of the class after the instructor made that insensitive comment. Do you want to talk about how you’re feeling, or do you need time for yourself? I know you’re recovering from an eating disorder and hearing your instructor make a comment like that must be extremely upsetting. I can see that you’re distressed by the way you’re scratching yourself. I know the student hub has a quiet space that we can go to if you think that would help; I can walk you there now. After you feel more grounded, do you want to talk to someone? There’s counselling at the school and peer support, but if you don’t feel comfortable discussing the matter here, there’s Here2Help.ca, which is an online chat or text resource.

Unhelpful responses

• I thought you recovered from your eating disorder. Why does this bother you?
• I’m sure the instructor had good intentions; you’re just taking it the wrong way.
• I know you were triggered by that comment, but I’m sure the whole class was too.
• Come on back to class, you don’t want to miss everything and fall behind.

© Calla Smith (CC BY 4.0 License)

11. Student struggling to balance academic pressures with their social life

A student shows up to class after not coming for a couple of weeks. As everyone is packing up their bags at the end of class, you approach the student, who looks tired, is not wearing appropriate clothing for the cold weather outside, and looks like they may not have showered in a while. After talking privately with you in the empty classroom for a few minutes, the student discloses that they are hungover from a weekend of drinking. The student is clammy, sweaty, and breathing quickly. The student continues to tell you that they don’t want to be in school, but they’re under a lot of pressure from their family to be there. The student tells you that the only part of school they enjoy is the social aspect.

Key points

• Listen and respond in an empathetic way.
• Suggest they talk to someone counselling services about the pressures they’re feeling and get some advice on how to balance their academic and social life.
• Suggest they talk to someone at the learning centre about how to manage their courses.

Possible response

Hey, I haven’t seen you in a while and I just want to check in on you. Is everything going okay? I see you don’t have a jacket, and it’s pretty cold outside. Do you want to see if the lost and found has anything that hasn’t been claimed in a while? I understand not wanting to come to class; it is a lot of pressure. The social life is exciting and new, and it’s a chance to feel free and be your own person. Do you have any ways to balance the social and work aspect of school? Do you have anyone to talk to about school and life? It could be really helpful to talk to someone, and here are some good resources here on campus. There are counsellors who are there if you need to talk about the pressure you’re feeling from your family; they can also give you some advice on balancing the work and social aspects of school. Would you like me to help you connect with them? I understand that you’re hungover now, but you could go whenever you’re ready. Is it okay if I reach out if I don’t see you in class next week?

Unhelpful responses

• Don’t worry so much; you’ll grow out of this phase of your life.
• Why are you even in class if you don’t want to be here?
• It sounds like you drink a lot. Are you an alcoholic?
• It might help to keep things in perspective. I have to work two jobs every summer to put myself through school, but your parents are paying your way—and you don’t even appreciate it.

© Calla Smith (CC BY 4.0 License)

Scenario Debrief

Media Attributions

• Wellness Wheel © Jewell Gillies and Amy Haagsma (designer) is licensed under a CC BY 4.0 license. All icons licensed as CC BY 4.0 » yoga by zidney from the Noun Project | heart rate by Naufal Hudallah from the Noun Project | Book by Studio TROISQUATR~E from the Noun Project | Gears by Gregor Cresnar from the Noun Project | Lotus by Brad Avison from the Noun Project | landscape by Creative Stall from the Noun Project | forest by Creative Stall from the Noun Project | Sea Sunset by Creative Stall from the Noun Project | Park by Creative Stall from the Noun Project | gaining by Alice Design from the Noun Project | Tree by Brian Hurshman from the Noun Project.
• Mental Health Continuum © BCcampus based on the University of Victoria continuum of mental health, which is adapted from on Queen’s University continuum of mental health and the Canada Department of National Defence continuum of mental health.
• Stress Curve © BCcampus is used under a CC BY 4.0 License. Adapted from Yerkes-Dodson Law (1908).
• Diversity speech bubble icons by Louise Wigö is licensed under a CC0 license.

Text Attributions

• Wellness Wheel Handout. Adapted from Okanagan College. Wellness peer ambassador handbook. Kelowna, B.C.: Okanagan College.

How to Access the Facilitator’s Guide, Slides, and Handouts

• Handout 1: Wellness Wheel
• Handout 2: Coping Strategies
• Handout 3: Supporting Other Students: Mental Health Resources
• Handout 4: Talking about Mental Health: Scenarios and Responses
• Handout 4.1 Scenarios for Practice and Discussion 
• Handout 5: Videos and Other Resources on Mental Health

• Why Stress is Good for You (Scientific American) (2:32 min.)
• Brené Brown on Empathy (2:53 min.)

How To Use This Resource

Detailed Agenda

Creative Commons License

Attribution Statement

Why Mental Health and Wellness Training for Students?

Who Can Take This Training?

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Accessibility Standards

Text Attribution

• This handout is adapted from Coping Strategies Handout by University of British Columbia Student Health and Wellbeing staff. CC BY 4.0 License.

Text Attribution

• This resource is adapted from Vancouver Island University, Counselling Services, Capacity to Connect: Supporting Students from Distress to Suicide. This handout is licensed under a CC BY 4.0 License.

University of British Columbia

Contributors

Project Advisory Group Members

Post-Secondary Institutions

Students

Ministry of Advanced Education and Skills Training

BCcampus

Student Authors

Antoine, A., Mason, R., Mason, R., Palahicky, S., & Rodriguez, C. (2018). Pulling together: A guide for Indigenization of post-secondary institutions. A professional learning series. https://opentextbc.ca/indigenizationcurriculumdevelopers/

Armstrong, G., Daoust, M., Gil, Y., Seinen, A., & Shedletzky, F. (n.d.) Capacity to connect: Supporting students from distress to suicide. Vancouver Island University. https://services.viu.ca/sites/default/files/viu-capacity-to-connect-supporting-students-in-distress.pdf

Cairns, S. L., Massfeller, H. F., & Deeth, S. C. (2009). Why do post-secondary students seek counselling? Canadian Journal of Counselling and Psychotherapy, 44(1), Article 58896.

Canadian Alliance of Student Associations. (2020, June 15). Students are still worried: COVID-19 and post-secondary education. https://www.casa-acae.com/students_are_still_worried_covid19

Canadian Association for Suicide Prevention. (n.d.). I’m concerned about someone. https://suicideprevention.ca/im-concerned-about-someone

Canadian Psychological Association. (2006). Out of the shadows at last: Transforming mental health, mental illness and addiction services in Canada – A review of the final report of the Standing Senate Committee on Social Affairs, Science and Technology. https://cpa.ca/cpasite/UserFiles/Documents/Practice_Page/OutoftheShadowsatLast_CPAReview%20.pdf

Centre for Suicide Prevention. (n.d.). Sexual minorities and suicide prevention. https://www.suicideinfo.ca/resource/sexual-minorities-suicide-prevention/

Comninos, A. (n.d.) Stress. Mindfulness and Clinical Psychology Solutions. https://mi-psych.com.au/what-is-stress/

First Nations Health Authority. (n.d.). First Nations perspectives on health and wellness. https://www.fnha.ca/wellness/wellness-and-the-first-nations-health-authority/first-nations-perspective-on-wellness

Hyde, H. (2011). Identifying and referring students in difficulty. BCIT Counselling Services. https://www.bcit.ca/files/counselling/pdf/identifying_and_referring_students_in_difficulty.pdf

Kutcher, S., & Wei, Y. (2020). School mental health: A necessary component of youth mental health policy and plans. World Psychiatry, 19(2). https://doi.org/10.1002/wps.20732

Little Bear, L. (2009). Naturalizing Indigenous knowledge: Synthesis paper. Canadian Council on Learning. https://www.afn.ca/uploads/files/education/21._2009_july_ccl-alkc_leroy_littlebear_naturalizing_indigenous_knowledge-report.pdf

Mental Health and Wellness Advisory Groups. (2020). Framework for evaluating mental health and wellness education and training resources. BCcampus. https://opentextbc.ca/mhwframework/

Mental Health Commission of Canada. (2012). Changing directions, changing lives: The mental health strategy for Canada. https://www.mentalhealthcommission.ca/wp-content/uploads/drupal/MHStrategy_Strategy_ENG.pdf

Moore, K. (2019). Mental Health Collaborative Project: Student resilience and coping workshops. Environmental scan summary. BCcampus. https://bccampus.ca/wp-content/uploads/2020/06/Student-Report.pdf

Ohrnberger, J., Fichera, E., & Sutton, M. (2017, December). The relationship between physical and mental health: A mediation analysis. Social Science and Medicine, 195, 42–49. https://www.sciencedirect.com/science/article/pii/S0277953617306639

Okanagan College. (n.d.). Wellness peer ambassador handbook.

Public Health Agency of Canada. (n.d.). Mental health and wellness. https://cbpp-pcpe.phac-aspc.gc.ca/public-health-topics/mental-health-and-wellness

Queen’s University. (2012). Report of the principal’s commission on mental health. https://www.queensu.ca/principal/sites/webpublish.queensu.ca.opvcwww/files/files/CMHFinalReport.pdf

Schell, D. (n.d.). Facilitator’s guide: Student mental health literacy, levels one and two. University of Victoria.

Seibel, D. K., Katsamakis, A., Stuart, A., Mochizuiki, T., Hagerty, M., & Seibel, L. M. (2020). Final report: Evaluation of resources for mental health and wellness training in the post-secondary context (students, staff, and faculty): Phase one. BCcampus.

Sexual Violence Training Development Team. (2021). Consent and sexualized violence training and facilitator guide: Preventing and responding to sexual violence in B.C. post-secondary institutions. BCcampus. https://opentextbc.ca/svmconsent/

Statistics Canada. (2020, May 27). Canadians’ mental health during the COVID-19 pandemic. The Daily. https://www150.statcan.gc.ca/n1/daily-quotidien/200527/dq200527b-eng.htm

Stephens, T., Dulberg, C., & Joubert, N. (1999). Mental health of the Canadian population: A comprehensive analysis. Chronic Diseases in Canada, 20(3), 118–126.

TeenMentalHealth.org. (n.d.). How not to bubble wrap kids: Learning how to use daily stress to develop resilience. https://mentalhealthliteracy.org/wp-content/uploads/2017/09/Stress-Two-pager.pdf

Turpel-Lafond, M. E. (2020). In plain sight: Addressing Indigenous-specific racism and discrimination in B.C. health care. [data report]. Addressing Racism Review. https://engage.gov.bc.ca/app/uploads/sites/613/2021/02/In-Plain-Sight-Data-Report_Dec2020.pdf1_.pdf

U.S. Global Change Research Program. (2016). The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment. https://health2016.globalchange.gov/

U.S. Office of Disease Prevention and Health Promotion. (n.d.). Healthy people 2020: Lesbian, gay, and transgender health. https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health

Veltman, A., & La Rose, T. (2019, December 30). LGBTQ mental health: What every clinician needs to know. Psychiatric Times, 36(12), 21–23. https://www.psychiatrictimes.com/view/lgbtq-mental-health-what-every-clinician-needs-know

Waddell, C., McEwan, K., Shepherd, C. A., Offord, D. R., & Hua, J. M. (2005). A public health strategy to improve the mental health of Canadian children. Canadian Journal of Psychiatry. 50(4), 226–233.

Warren Shepell Research Group. (2005). Workplace mental health indicators: An EAP’s perspective. https://www.shepellfgi.com/EN-US/AboutUs/News/Research%20Report/pdf/ir_mentalhealthindicators_enreport.pdf

World Health Organization. Mental health: Strengthening our response. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

Facilitator’s Guide for Use with Post-Secondary Students

UBC Student Health and Wellbeing Staff, Jewell Gillies, Barbara Johnston, Liz Warwick, Dagmar Devine, Jenny Guild, Arica Hsu, Hamza Islam, Mehakpreet Kaur, Malena Mokhovikova, Jackson Mackenzie Nicholls, and Calla Smith

BCcampus

Victoria, B.C.