Summary of Evidence
We believe that schools should adopt interventions to improve the wellbeing of their students that are informed by evidence. When developing the philosophy, conceptual foundations and practical resources of The Me Tree for Schools we endeavoured to incorporate the best research evidence with our clinical expertise. This process developed a preventative program that we believe improves the mental health of children and improves academic success of students in the classroom.
A brief summary of this detailed research is included below. For a full referenced copy of our research please click on this link.
Whilst there are a variety of resilience programs on the market, many of these lack an in-depth evidence base to support their programs. We believe it is important for schools to understand the true benefits of building resilience in children in order to appreciate why programs like the Me Tree for Schools are integral.
Children’s Mental Health
It is widely known that there has been an increase in the prevalence of mental illness in Australian children, with research suggesting one in seven primary school aged children has a mental illness. Mental health issues are known to impact the functioning of children at school, as well as having negative implications for the social, emotional and academic development of young people. As children get older the prevalence of mental health issues also increases, with the highest rates of mental health disorders occurring during the teenage years. The majority of adolescents do not seek professional help for their mental illness, therefore, mental illness is not only significant for children and adolescents, but commonly is left untreated at this stage in life, making it the leading cause of disability in young people.
We believe that schools should adopt interventions to improve the wellbeing of their students that are informed by evidence. When developing the philosophy, conceptual foundations and practical resources of The Me Tree for Schools we endeavoured to incorporate the best research evidence with our clinical expertise. This process developed a preventative program that we believe improves the mental health of children and improves academic success of students in the classroom.
A brief summary of this detailed research is included below. For a full referenced copy of our research please click on this link.
Whilst there are a variety of resilience programs on the market, many of these lack an in-depth evidence base to support their programs. We believe it is important for schools to understand the true benefits of building resilience in children in order to appreciate why programs like the Me Tree for Schools are integral.
Children’s Mental Health
It is widely known that there has been an increase in the prevalence of mental illness in Australian children, with research suggesting one in seven primary school aged children has a mental illness. Mental health issues are known to impact the functioning of children at school, as well as having negative implications for the social, emotional and academic development of young people. As children get older the prevalence of mental health issues also increases, with the highest rates of mental health disorders occurring during the teenage years. The majority of adolescents do not seek professional help for their mental illness, therefore, mental illness is not only significant for children and adolescents, but commonly is left untreated at this stage in life, making it the leading cause of disability in young people.
These statistics highlight the need for preventative measures around mental health in the early years. It also highlights the need for a holistic approach to mental health in childhood. The Me Tree for Schools program addresses mental health in children in a holistic manner considering social connectedness, academic success, resilience, physical activity and family connectedness.
OT, Education and Mental Health
The Me Tree for Schools has been developed based on experience and expertise in the fields of occupational therapy, psychology and primary education. It incorporates proven mental wellbeing strategies, based on psychological principles of identity and resilience, occupational therapy principles of meaningful activities being incorporated in school curriculum.
Occupational therapists seek to understand an individual’s identity, environment and goals to enable satisfaction and competence in activities of daily living. Psychological skills such as self-regulation and identity are critical in improving wellbeing. The Me Tree for Schools is a hands-on, practical program that utilises activities such as life skills, physical and social activities to improve social behaviour and self-management in children.
The Me Tree for Schools has been developed based on experience and expertise in the fields of occupational therapy, psychology and primary education. It incorporates proven mental wellbeing strategies, based on psychological principles of identity and resilience, occupational therapy principles of meaningful activities being incorporated in school curriculum.
Occupational therapists seek to understand an individual’s identity, environment and goals to enable satisfaction and competence in activities of daily living. Psychological skills such as self-regulation and identity are critical in improving wellbeing. The Me Tree for Schools is a hands-on, practical program that utilises activities such as life skills, physical and social activities to improve social behaviour and self-management in children.
Building Resilience at School
Schools are the ideal environment to foster positive mental health outcomes in children. During primary school years, a child’s development is still fluid and taking shape, meaning that school culture has great potential to impact a child’s long-term emotional wellbeing. Long term studies showed that adolescents were more likely to flourish in school and experience good physical and mental health if they had been equipped with coping skills from primary school.
The Me Tree for Schools was developed for schools based on evidence that schools are an ideal environment to foster the skills a child needs to develop resilience and a sense of identity from a young age outside of healthcare as it is a non-threatening, cost-effective and an adaptable setting with the availability of highly trained and supportive staff.
Schools are the ideal environment to foster positive mental health outcomes in children. During primary school years, a child’s development is still fluid and taking shape, meaning that school culture has great potential to impact a child’s long-term emotional wellbeing. Long term studies showed that adolescents were more likely to flourish in school and experience good physical and mental health if they had been equipped with coping skills from primary school.
The Me Tree for Schools was developed for schools based on evidence that schools are an ideal environment to foster the skills a child needs to develop resilience and a sense of identity from a young age outside of healthcare as it is a non-threatening, cost-effective and an adaptable setting with the availability of highly trained and supportive staff.
Parent-teacher partnerships
Parents who stay engaged with educators raise more resilient children. Parents play a central role in their child’s academic years and it is known that parents who are actively engaged during the school life of their child see greater outcomes in social, mental, and academic areas of their child’s life. The Me Tree for Schools actively encourages schools to support parental involvement in their children's learning and recognizes the mutual benefits of a healthy school-parent partnership.
Children who perceive their parents to be committed and play an active part in their day-to-day lives as well as facilitate independent problem solving and choice, were able to self-regulate their behaviour and showed greater intrinsic motivation regarding their academic achievement. Subsequently, this became a predictor of greater academic performance and positive classroom behaviour. The home is the primary environment where beliefs, values and motivations are established, therefore it is important to foster an open and encouraging atmosphere that will support the messages and activities from the classroom and instil an intrinsic desire to learn.
Parents who stay engaged with educators raise more resilient children. Parents play a central role in their child’s academic years and it is known that parents who are actively engaged during the school life of their child see greater outcomes in social, mental, and academic areas of their child’s life. The Me Tree for Schools actively encourages schools to support parental involvement in their children's learning and recognizes the mutual benefits of a healthy school-parent partnership.
Children who perceive their parents to be committed and play an active part in their day-to-day lives as well as facilitate independent problem solving and choice, were able to self-regulate their behaviour and showed greater intrinsic motivation regarding their academic achievement. Subsequently, this became a predictor of greater academic performance and positive classroom behaviour. The home is the primary environment where beliefs, values and motivations are established, therefore it is important to foster an open and encouraging atmosphere that will support the messages and activities from the classroom and instil an intrinsic desire to learn.
Resilience
Resilience can very simply be described as the ability to cope with adversity. A child’s ability to be resilient will vary as it is determined by the child’s internal traits and the physical and social environments they interact in. Some characteristics of resilience can be taught, such as motivation, problem solving, adaptability, persistence and social skills.
Children cannot avoid life stressors and without the appropriate tools to cope with adversity, a child’s learning and development can be negatively affected. Resilient children have been linked with better educational performance and productivity in schools, less behavioural difficulties and is a long term protective factor against psychological health problems.
Identity
The development of a healthy sense of identity is critical for a child’s social and emotional development as it can determine how a child interacts with their peers. Identity is formed by interactions in the environment, interactions with significant others and reinforcement of positive behaviour. There is a clear link between positive self-identity, school performance and mental health, demonstrating the importance of reinforcing aspects of identity in primary school years. Parents play a critical role they play in identity formation, pouring love and affection to develop the emotional intelligence, resilience and self-awareness.
Physical activity
Participation in physical activity is vital for good physical and mental health. Large studies have clearly identified a positive relationship between physical exercise and cognitive abilities, academic achievement and psychological wellbeing. The reality of modern childhood is that sedentary activity has increased and physical activity has decreased, and whilst nobody would argue this is good for children’s physical health, the implications are just as real for their mental health and wellbeing. Children who regularly engage in larger amounts of screen based activities not only show increased risk of various physical health issues, but have also show increases in anxiety and isolation.
The Me Tree for Schools seeks to enable schools to embed physical activity throughout the whole day, keeping children active as a means of improving their overall health and mental wellbeing.
Resilience can very simply be described as the ability to cope with adversity. A child’s ability to be resilient will vary as it is determined by the child’s internal traits and the physical and social environments they interact in. Some characteristics of resilience can be taught, such as motivation, problem solving, adaptability, persistence and social skills.
Children cannot avoid life stressors and without the appropriate tools to cope with adversity, a child’s learning and development can be negatively affected. Resilient children have been linked with better educational performance and productivity in schools, less behavioural difficulties and is a long term protective factor against psychological health problems.
Identity
The development of a healthy sense of identity is critical for a child’s social and emotional development as it can determine how a child interacts with their peers. Identity is formed by interactions in the environment, interactions with significant others and reinforcement of positive behaviour. There is a clear link between positive self-identity, school performance and mental health, demonstrating the importance of reinforcing aspects of identity in primary school years. Parents play a critical role they play in identity formation, pouring love and affection to develop the emotional intelligence, resilience and self-awareness.
Physical activity
Participation in physical activity is vital for good physical and mental health. Large studies have clearly identified a positive relationship between physical exercise and cognitive abilities, academic achievement and psychological wellbeing. The reality of modern childhood is that sedentary activity has increased and physical activity has decreased, and whilst nobody would argue this is good for children’s physical health, the implications are just as real for their mental health and wellbeing. Children who regularly engage in larger amounts of screen based activities not only show increased risk of various physical health issues, but have also show increases in anxiety and isolation.
The Me Tree for Schools seeks to enable schools to embed physical activity throughout the whole day, keeping children active as a means of improving their overall health and mental wellbeing.