Fourth Edition, September 2011

What else can teachers do?
Teachers can also (with the appropriate consent from the parent(s) or guardian) provide valuable obser-
vations on whether treatments are working in the school environment. The most eff ective treatment is 
delivered when the student, the parent(s)/guardian, the mental health professionals, and the school team 
are all working together to solve the same problem, using similar approaches.
Teachers also have a unique opportunity to infl uence all students’ perceptions and understanding of 
mental health problems. Children, young people, and adults all agree that one of the major barriers to 
seeking help for mental health problems is stigma.
For further information on school-based programs that combat stigma about mental health problems, 
visit the web sites of the Mental Health Commission of Canada, www.mentalhealthcommission.ca or the 
Provincial Centre of Excellence for Child and Youth Mental Health, www.onthepoint.ca.
“Stigma is a mark of disgrace or discredit that sets a person apart from others. 
It involves negative stereotypes and prejudice. Stigma results from fear and 
mistrust of diff erences. It builds on repeated exposure to misinformation re-
inforcing negative perceptions and false beliefs that are intensely held and 
enduring. Stigma leads to social exclusion and discrimination. Discrimina-
tion, which is unfair treatment of a person or group on the basis of prejudice, 
aff ects people in many areas including employment, housing, health care, 
policy and funding neglect, coercive treatment and denial of basic human 
rights.”
Mental Health Commission of Canada
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Making a Diff erence: An Educators’ Guide to Child and Youth Mental Health Problems
www.cymhin.ca
A 6
Mental Health in the Classroom