Establishing our goals

Establishing our goals

The goals and priority outcomes of Gearing Up outline our aspirations for all middle years children and their families, including First Nations, Métis and Inuit children and families.

In addition, to address the legacy of colonialism and in recognition of the unique context and worldview of First Nation, Métis and Inuit children, families and communities, a distinct and direct focus is reflected in Gearing Up, including a specific goal focused on improving outcomes for Indigenous children.

Vision

All middle years children thrive as individuals and as members of their families and communities.

Guiding principles

• establish a balanced, wholistic and strengths-based approach to child development
• target support to those who need it
• collaborate and partner effectively
• address discrimination and foster equity and inclusion
• empower children and families
• deliver high quality services that reflect evidence and research
• embed the principles of the Ontario Indigenous Children and Youth Strategy

Goals and outcomes

• Children are active and well
  1. Ontario children play and are physically healthy.
  2. Ontario children feel happy and mentally well.
  3. Ontario children learn and practice healthy habits and connect to the natural world.
• Children have caring and connected families
  4. Ontario children have at least one consistent caring adult in their lives.
  5. Ontario families are financially stable and secure.
  6. Ontario families are supported to thrive and are active in their children’s lives.
• Children have positive relationships
  7. Ontario children form and maintain healthy, close relationships.
  8. Ontario children respect others and value diversity, equity and inclusion.
  9. Ontario children feel safe at home, at school, online and in their communities.
• Children engage in learning
  10. Ontario children are curious and love to learn.
  11. Ontario children have relevant learning experiences that address their diverse interests, strengths, needs and abilities.
  12. Ontario children gain the knowledge and skills they need.
• Children feel valued
  13. Ontario children are discovering who they are and who they want to be.
  14. Ontario children are proud of their cultures and identities and live free from discrimination.
  15. Ontario children can express what matters to them.
• Communities support children and families
  16. Ontario families are supported, engaged and inform the decisions that affect them.
  17. Ontario families know about and easily access high quality resources in their communities.
  18. Ontario service providers, governments and communities foster belonging and wellbeing of children and families.
• Indigenous children thrive
  19. First Nations, Métis and Inuit children and families are physically, mentally, emotionally and spiritually well.
  20. First Nations, Métis and Inuit children participate in and feel proud of their traditions, languages, cultures, and identities.
  21. First Nations, Métis and Inuit children are engaged in and contribute to their families, communities and cultures.
  22. First Nations, Métis and Inuit families and communities are supported to be self-determining in defining and meeting the needs of their children, families and communities.
  23. Ontario service providers and governments and Indigenous communities respond to local needs and priorities and are accountable to communities.

Establishing Ontario’s middle years profile of wellbeing

Through Ontario’s Middle Years Profile of Wellbeing, we are committed to monitoring aspects of wellbeing and telling the story about how middle years children in Ontario are doing overall.

Ontario’s Middle Years Profile of Wellbeing establishes an aspirational, wholistic, longer-term platform for monitoring changes in middle years child wellbeing over time. Improving these outcomes requires the combined efforts of many partners both within and outside government. It also requires the ongoing contribution of families.

The Middle Years Profile of Wellbeing is intended to drive action. It provides a platform for alignment and for communities and organizations to adapt local or program indicators within a common framework and vision.

For each of the priority outcomes for middle years children, three or more indicators tell us how children are doing. These indicators on their own do not necessarily tell the story of wellbeing, but overall they create a “profile” of what wellbeing looks like and can provide a compelling picture of how children are doing – where there are strengths and where there are opportunities to do more.

Outcomes for the goal that Indigenous children thrive are based on the outcomes for the Ontario Indigenous Children and Youth Strategy, which were co-developed with First Nations, Métis, Inuit and urban Indigenous partners. The OICYS outcomes and indicators will be reported through the OICYS, and Indigenous communities themselves will tell their own stories of how Indigenous children and their families are doing in relation to these goals. The annual report on Gearing Up will reflect these stories.

See the indicators and outcomes that make up Ontario’s Middle Years Profile of Wellbeing.

Goal: Ontario children are active and well

Middle childhood provides the foundation for a full, happy and healthy life. Middle years children are learning how to keep themselves healthy and are starting to take on responsibility for their own eating, sleeping, exercise, dental care and personal hygiene based on their abilities.

Why it matters:

Health and wellness looks different for all children, and our goal is for optimum health and wellness for all children. Supporting children in the middle years to optimize their health means supporting them to be active and well according to their own abilities, establish healthy behaviours, connect with the land, and have a strong sense of self and spirit. These lay the foundations for a healthy and happy life.

Snapshot of Ontario:

While we know many children in Ontario are healthy and well, there are also troubling signs.

For many Ontario children, challenges with being overweight and/or obese are undermining their health and this puts them at risk for obesity and associated chronic diseases in adulthood.^{footnote 37[37]} The problem is more severe in boys than girls.^{footnote 38[38]} Sedentary behaviours, excessive “screen time,” lack of unstructured outdoor play, sugary/unhealthy food choices, limited knowledge/participation in food preparation, and food insecurity are contributing factors. These factors also affect other aspects of children’s health and development beyond their physical health.

Mental health issues are increasingly being identified for children in their middle years. An estimated 13% of young people ages 4–17 in Canada have some type of mental health issue, with anxiety, depression, conduct disorders and ADHD being the most common.^{footnote 39[39]} Girls have shown higher levels of anxiety than boys,^{footnote 40[40]} while boys have shown higher levels of disruptive behavioural disorders.^{footnote 41[41]} Poverty and mental health are closely linked and bound in a negative cycle that creates spirals of decline and inequities in access and care in the mental health system.^{footnote 42[42]}

Some children are living in homes where parents struggle with mental health and addictions issues, and/or experience domestic violence, or face other forms of toxic stress. Toxic stress has far-reaching impact on children’s cognitive, social and emotional development.

Health outcomes for children and families can be associated with a number of social and environmental factors and barriers. The conditions in which we live explain in part why some Ontario children and families are healthier than others and why some are not as healthy as they could be. Race and ethnicity are shown to be factors associated with differing levels of health status, access to health care, experience with health care, and disparities in health outcomes for new immigrants, racialized communities and Indigenous peoples. Language is a barrier for many newcomer families accessing health services. Poverty, food insecurity, unstable housing and homelessness, isolation, and discrimination are other risk factors to good health and access to the resources and supports available in our neighbourhoods, schools, and communities.

#1 Ontario children play and are physically healthy

When children grow up eating well and being physically active, they are better prepared to learn and develop. Middle years children are learning how to keep themselves healthy, and they are establishing attitudes about their physical health that are long-lasting. However, many children in this age group are still not getting what is needed for their optimal physical development – which impacts their development into adulthood.

Research shows that opportunity for play is critical to children’s healthy development.^{footnote 43[43]} Play can include music, dance, walking, biking, cultural activities, and getting outside for time with families. Yet children are not getting enough time for unstructured free play.^{footnote 44[44]}

Supporting this outcome involves:

Ensuring children get enough sleep and access to nutritious food

Research tells us that getting enough quality sleep is essential for physical development and wellbeing. The ability to pay attention, think critically, and be happy are linked to getting sufficient sleep. Likewise, eating healthy, nutritious food contributes to wellbeing and stimulates brain development and physical growth. Ontario children who do not eat a healthy, balanced diet are more vulnerable to obesity and illness, including Type 2 diabetes in adulthood.^{footnote 45[45]} We need to ensure that all children in Ontario have access to healthy nutritious food, every day.

Building physical literacy skills and opportunities to participate in physical activities

Middle years children need to move and play in ways that are fun and rewarding. For some children, participation in physical activity can be challenging due to barriers like cost, transportation and the availability of accessible, safe and inclusive programs. We also know that girls drop out of physical activities at a faster rate and earlier than boys.^{footnote 46[46]} We need to ensure that all children are included in physical activity programming. We need to give children the opportunity to build their physical competencies and to participate in ways that build their sense of accomplishment and enjoyment. When we create affordable, accessible, inclusive sports and recreation opportunities, and get children involved in active, unstructured free play, everyone in the community benefits.

Having access to primary health care

Regular, high quality, family-centred health care is essential for healthy child development. For the most part, middle years children in Ontario are connected to primary health care services, although we know that children living in remote areas or low-income neighbourhoods face additional barriers and are less likely to have a primary health care provider. Improving access to primary care for families, along with additional specialized services when they are needed, is crucial to support all children in Ontario to be healthy and meet their developmental milestones.

Ensuring oral health

The importance of oral health to overall health is well supported by evidence. Untreated tooth decay and gum disease can negatively impact oral and physical health, and affect children’s ability to learn. Not all families have access to dental insurance or can afford to pay for dental care. Supporting children from low-income families to improve access to dental care is a priority of Ontario’s Poverty Reduction Strategy.

The Focus on Youth program provides $8 million in funding to 23 school boards to support summer programs for children and in communities of high needs (as determined by population, median family income and crime rate data). Through providing employment opportunities for youth, and summer recreation opportunities for children, both children and youth are supported to thrive.

How we can tell:

▲ % of children who engage in vigorous physical activity for at least 60 minutes at least five times a week

▲ % of children who eat vegetables at least once a day

▲ % of children who play outdoors after school

▲ % of children who sleep at least eight hours per night

▲ % of families who have a primary care provider

▲ % of children who rate their health as good or excellent

#2 Ontario children feel happy and mentally well

Mental health is a key component of overall wellbeing. The middle years are a period when children continue to learn ways to support their own mental health. This includes learning to express their feelings, connecting to culture and history, building trusting relationships and being active outdoors. This is also a time when signs and symptoms of mental health concerns may become more visible and early interventions could help prevent escalation to more serious issues. Research shows that 70% of mental health problems have their onset during childhood or adolescence.^{footnote 47[47]}

Supporting this outcome involves:

Intervening early

Early identification and intervention can make a fundamental difference in the life of a child with special needs (e.g., with physical, developmental, learning and cognitive disabilities) or with mental health challenges.^{footnote 48[48]} We know that the ability of parents and caregivers to identify and address potential issues early varies, depending on the resources available to them. Families with low incomes, those that are in rural or remote environments, and those that face language, cultural or other barriers are less likely to access mental health and rehabilitation services and supports. Improving service accessibility, responsiveness and coordination is important to ensure children get the help they need, when they need it. This also means building on school initiatives that promote mental health for all students and include targeted prevention efforts for those at risk.^{footnote 49[49]}

Providing culturally responsive services

Many Ontarians have culturally embedded concepts of mental wellness as connected to a sense of self/spirit, family, community, culture and ancestry. For example, Indigenous ways of knowing understand health and wellbeing as a lifelong journey where wellness and spirituality are inseparable and include being connected to the land, nurturing the spirit, participating in culture and having healthy relationships.^{footnote 50[50]} By understanding and providing mental health services in culturally responsive, relevant, and safe ways, service providers and allies can honour the traditions and knowledge of all families in Ontario and provide interventions that are strengths-based, wholistic, and support the overall wellbeing of the child and family.

Promoting self-awareness and self-regulation skills for children and their families

Having optimal mental health involves being supported to adapt to change, find balance and resilience, having a sense of purpose and satisfaction with life, and being able to understand and regulate feelings and behaviour. We know that childhood mental health difficulties, such as depression, are linked to factors like poverty, homelessness, toxic stress and family challenges.^{footnote 51[51]} Supporting children to understand and express their feelings helps them to deal with adversity and challenge. Children also need to know where to go, and who they can talk to if they need help dealing with a challenging or negative experience. Teaching skills such as help seeking, stress management and mindfulness, self-regulation, empathy for others, and self-care, and helping children build positive relationships, connect with culture, and be active can support resilience and wellbeing. Feeling good about yourself leads to improved self-care. Poor body image leads to the opposite, and we know that “body-bullying” is one of the most frequent forms of bullying.

Building self-esteem, positive relationships and reducing stigma

Mental health challenges can “get under the skin” of children in their daily lives, leading to isolation and/or disengagement.^{footnote 52[52]} Talking about mental health, disability, mental health challenges and mental illness openly and honestly, and promoting awareness and empathy among children, helps to reduce stigma and can ensure that more Ontario children and their families are seeking help and getting support when they need it.

How we can tell:

▲ % of children who report their mental health as good, very good or excellent

▲ % of children who think it is important to experience joy in life and that their life has meaning and purpose

▼ % of children who had a mental health or emotional problem and didn’t know where to turn

▼ % of children who feel under stress, strain or pressure

▼ % of children who feel hopeless

▼ % of children who had seriously considered attempting suicide in the past year

#3 Ontario children learn and practice healthy habits and connect to the natural world

Healthy habits formed early in life act as protective factors and help ensure that children in the middle years have the foundation they need to have a happy, healthy and well-balanced life.

Children in this age range are learning and practising ways to take care of their own health, safety and wellbeing. It is also a time when children can continue learning about their bodies and deepen their sense of body image, confidence, self-awareness, and self-efficacy (their belief in their ability to succeed at something). Part of healthy habits and wellbeing is being able to connect with the land and get outside in the natural world. It is important that children not only gain connections with the natural world as part of their wellbeing, but are also learning about their responsibility to the land and their role as environmental stewards.

Supporting this outcome involves:

Modelling healthy habits

We know that many habits and skills, including eating, physical activity, healthy relationships, being safe from violence, and technology use, and awareness of risks such as sedentary behaviour, are learned through watching role models at home, at school and in the community. When families and other adults are able to model healthy habits and behaviours, children are more likely to be healthy. Some examples are preparing nutritious meals, eating together as a family, and getting outdoors.

Fostering a love of active living and connecting to the land

Learning to be active in ways that are fun, responsible and relevant to their abilities, cultures and backgrounds can support children to build healthy habits that will last a lifetime. Children who connect to outdoor activities have lower risks of being overweight and depressed, do better in school, have better social skills, feel less isolated and have better self-control and stress management.^{footnote 53[53]} It is also important to support environmental stewardship (such as recycling, not littering, not wasting water) and build children’s connection to nature. Opportunities for adventurous, unstructured outdoor play and land-based activities can help children get outside, be active and learn how to assess and take managed risks. We need to create opportunities for children to engage in safe and independent exploration of our communities and natural world. This is particularly important for First Nations, Métis and Inuit children and families, as connecting to the land and environmental stewardship is a key part of cultural learning.

Teaching healthy and responsible use of technology

Technology provides children with an ability to interact with the world around them and an opportunity to participate as digital citizens. Learning healthy, safe and responsible online habits requires guidance from parents and caregivers. This could mean talking to children on a regular basis about their online lives, how to identify and address cyberbullying, modelling responsible and healthy practices, and establishing rules and healthy boundaries around technology use.^{footnote 54[54]} Evidence shows that for many middle years children in Ontario, excessive use of technology can hinder development and increase vulnerability to social and emotional stressors. This is due to both direct impacts (for example on brain development) as well as lost opportunities, such as physical activity and prosocial interactions. However, research also shows that strict monitoring and surveillance of online behaviour may not be as effective as promoting responsible independent behaviour.^{footnote 55[55]} Children can be supported to use technology appropriately and responsibly, including building in short and longer breaks from screen time.

How we can tell:

▼ % of children who spend at least three hours a day of sedentary screen time

▲ % of children who brush their teeth at least once a day

▲ % of children who think it is important to feel connected to nature

▲ % of children who have rules at home about talking to people they don’t know online or on a cellphone

Spotlight: Helping Children Be Active and Well

The goal of the Healthy Kids Community Challenge (HKCC), a key part of the Healthy Kids Strategy, is to support the wellbeing of Ontario’s children and to help create communities where it’s easy for children to lead healthier lives.

Forty-five communities across Ontario are participating in the Healthy Kids Community Challenge. The government provides them with resources including funding, training and social marketing tools to help promote healthy eating, physical activity, and healthy behaviours for children.

The communities rally around themes to develop programs, policies, environmental supports and events with the support of local partners. Three themes have been launched to date:

• Run. Jump. Play. Every Day. was the first theme launched in September 2015, and encourages physical activity through a mix of active play, active transportation, sports and structured physical activity.
• Theme two, Water Does Wonders, encourages kids and families to reach for water when thirsty instead of sugar-sweetened beverages.
• Theme three, Choose to Boost Veggies and Fruit, encourages kids and families to eat healthier and to make vegetables and fruit part of their everyday lives.

These were so well received. We’re hoping to expand this option in the future! A fun way to get kids outside and learning new things.

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We have had a lot of fun trying different combinations of fruit and veggies in our water and everyone has really embraced this healthy drink of choice! Huge thanks to the Healthy Kids Community Challenge for helping us support and promote healthy choices for the people living and working in the neighbourhood!

Spotlight: Ontario Children’s Outdoor Charter – Getting children outside to discover the wonders of nature

Children have the right to explore and play in the outdoors. Research shows that kids who spend regular time in nature are happier and healthier.

The Ontario Children's Outdoor Charter aims to get children outside to discover the wonders of nature. Spending time outdoors is essential to every child's development, health and well-being. It builds a connection to our rich natural and cultural heritage. Kids connected to nature grow up caring for the Earth and helping to conserve biodiversity.

People, organizations, governments and communities that support the Charter recognize that time outdoors is important for children's health and wellness. Supporters of the Charter can promote it in their communities and improve opportunities for children of all abilities and backgrounds to play and learn outdoors.

Goal: Ontario children have caring and connected families

A committed, caring relationship with a supportive parent, caregiver or other adult is the single most important factor in helping children develop resilience, self-confidence, motivation to learn, and healthy social skills and relationships.^{footnote 56[56]}

Why it matters:

Caring and connected families also support overall healthy social, emotional, physical and cognitive development.^{footnote 57[57]} Despite growing independence during the middle years, children need the guidance of their families. We know that all families are different. A child may have one caregiver or several different caregivers in different homes, or may be in the care of an appointed guardian.

The presence of a caring and authoritative caregiver who sets rules and expectations, while being supportive, nurturing and sensitive to the child’s needs, can help instil self-efficacy, motivation, social competencies, self-esteem and health-promoting behaviours. Being connected with parents/caregivers is associated with a decrease in mental health challenges and an increase in a range of prosocial behaviours.^{footnote 58[58]} Families play an important role in supporting identity formation of their children. Families transmit culture and language, model self-worth, and can establish open, supportive home environments where children are enabled and encouraged to express their feelings and experiences and explore who they are.

Snapshot of Ontario:

Ontario is home to over four million families – each of which has unique strengths and challenges. Families in Ontario are diverse with a range of structures, including children living in foster care, with extended family, with one or more parents, with LGBTQ2S parents, and from mixed race, language, cultural, or religious backgrounds.

#4 Ontario children have at least one consistent, caring adult in their lives

Research on child development is clear – having the support of a consistent caring adult can make a profound difference in the life of a child. Children who have one or more caring adults in their lives feel more worthwhile, have greater self-esteem and are more resilient.^{footnote 59[59]} Having a strong, supportive parent, caregiver, or other consistent adult can be a protective factor against risks associated with poverty, living in high-risk neighbourhoods and mental health challenges.

However, we know that there are complex factors such as poverty and precarious employment, as well as other things that cause toxic stress such as abuse/neglect and/or exposure to domestic violence that can contribute to family breakdown. These families need tailored supports in order to create a healthy home life for their children.

Supporting this outcome involves:

Supporting parents and caregivers as central to a child’s wellbeing

Parents and caregivers are the most important and influential people in the lives of middle years children – and often the greatest advocates they have. Empowering and equipping them with information resources and skills to access and apply that information can ensure children get the help they need when they need it. Investing in parents and caregivers means providing wholistic supports to help them understand their child’s development, navigate service systems when it is required, and access additional support when it is needed.

Evidence suggests that whole-family interventions provide broad-based benefits beyond those that focus on a child or parent alone. Concurrent counselling and therapy interventions, for example, can help children and their caregivers address challenges together.^{footnote 60[60]}

Fostering role models and mentors

Children benefit from having positive relationships with supportive adults outside the home. Maintaining a relationship with a mentor has been shown to support optimal development, reduce problematic behaviours and promote strong attachments later in life. A recent study from the Centre for Addiction and Mental Health (CAMH) found that young girls with a mentor were four times less likely to bully, fight, lie or inappropriately express anger than girls without a mentor.^{footnote 61[61]} High quality mentorship can be informal, such as with a neighbour, coach or extended family member, or created through formalized mentorship programs. Both types have been found to improve outcomes.^{footnote 62[62]} Research has shown that equipping formal mentors with high quality training and finding mentors from a similar social background can contribute to their effectiveness.^{footnote 63[63]} Indigenous approaches to mentorship and caretaking of children often include an acknowledgment of the important role played by Elders, Senators and traditional knowledge keepers, in supporting young people.

How we can tell:

▲ % of children who have at least one parent/caregiver who usually knows where they are

▲ % of children who feel they have a family member who could provide emotional help and support when needed

▲ % of children who talk about the activities they do in school with their parents/caregivers

▲ % of children who feel their teachers care about them as a person

#5 Ontario families are financially stable and secure

Families want the best for their children. But we know that some families in Ontario are in precarious or unstable situations and are not able to provide for their basic needs. Research shows that optimal development of middle years children is diminished when they are facing food insecurity, have poor access to safe and affordable housing and transportation, do not have access to health care or are exposed to hazardous conditions. Increased stress on families also affects the wellbeing of children in terms of their mental health, ability to develop positive relationships, identity formation and spiritual wellbeing.

Supporting this outcome involves:

Addressing food insecurity

Evidence shows that providing nutritious, regular meals to children helps them do better in school and in their daily lives. We know that some Ontario families do not have access to enough affordable nutritious food to provide for the healthy growth and development needs of their children. Food insecurity has both acute and long-lasting impacts on children, including the physical and cognitive impairments that result from malnutrition, and the emotional and social developmental challenges associated with uncertainty about access to food. Supporting low-income families with school- or community-based food programs can have a big impact and contribute to better outcomes for children, families and communities.

Ontario is proposing the largest increase to the minimum wage in the province's history, raising it to $15 per hour by 2019, as part of a plan to create better jobs and fair workplaces.

Each year Ontario invests $32.2 million in the Student Nutrition Program to provide healthy meals and snacks to more than 896,000 children and youth during the course of the school year. In 2015–16, the Ontario Student Nutrition Program was expanded to 120 educational settings in 63 First Nations communities to help children and youth access a healthy diet. Many programs incorporate traditional foods and cultural practices.

The Portable Housing Benefit for Survivors of Domestic Abuse is available through the Long Term Affordable Housing Strategy to help survivors of domestic violence find safe and affordable housing beyond traditional social housing assistance.

Improving access to affordable housing

As a basic need, children require a safe and supportive living environment, yet this is not a reality for Ontario families who cannot access affordable housing. For example, we know access to affordable housing is a major barrier for those fleeing domestic violence. Finding secure housing can be a challenge for families who have children with special needs, as accessible housing or modifications to a home to make it more accessible can be costly. Inadequate housing can cause children to experience stress and anxiety, reduce their feeling of safety, and lead to illness and allergies.^{footnote 64[64]} Flexible housing supports need to be available to families so that they can choose where to live and be closer to relatives, social support networks, schools and employment opportunities.

Increasing access to affordable child care and recreation programs

Ontario families rely on access to high quality, affordable child care and before- and after-school programs for their middle years children. Recreational and before- and after-school programs are important opportunities for children to develop peer relationships, build connections to caring adults outside the home, and provide needed before- and after-school care for working parents. However, some families face barriers to accessing programs. These include cost, transportation and location of services, waitlists and lack of specialized programs and supports for children with special needs. Increasing access to high quality, affordable child care and recreation programs for middle years children can enrich their development and help caregivers to make ends meet.

How we can tell:

▼ % of families living in deep poverty and struggling to afford housing

▼ % of children living in low income households (LIM 50 – low income measure)

▼ % of families who experience food insecurity

Snapshot of Ontario families living in poverty

In Ontario, 13.9% of children live in a low-income^{footnote 65[65]} household.

Low-income families are more likely to be:

• Led by a female lone parent
  Two times more likely to live in poverty
  • 32.6% of female headed lone-parent families are low income, compared to 18.2% of male led lone-parent families.^{footnote 66[66]} Proportion of low income increases to 43.3% for female lone- parent families who live without other relatives. This is almost twice the low income rate of similar families headed by males (24%).^{footnote 67[67]}
  • Female lone-parent median income was $40,160, compared to $58,190 male lone-parent median income.^{footnote 68[68]}
  • More than 35.1% of families in Canada led by female lone parents experience food insecurity, compared to 19.6% of families led by male lone parents and 16% of all families.^{footnote 69[69]}
• Indigenous
  Two times more likely to live in poverty
  • 23.5% of Indigenous families living off-reserve are in low-income households.^{footnote 70[70]}
  • 22% of on-reserve and 21% of off-reserve households lived in inadequate housing and spent more than 30% of their income on housing, compared to 2.5% of non-Indigenous households.^{footnote 71[71]}
  • 27.1% of Indigenous households across Canada experienced food insecurity, over twice the Canadian household average.^{footnote 72[72]}
• Newcomers
  Two times more likely to live in poverty
  • 33.5% of very recent immigrants and 19.4% of recent immigrants live in low- income households.^{footnote 73[73]}
• Racialized
  1.5 times more likely to live in poverty
  • 20.1% of visible minorities live in low-income households.^{footnote 74[74]}

(Data obtained from Statistics Canada and the Canada Mortgage and Housing Corporation)

#6 Ontario families are supported to thrive and are active and engaged in their children’s lives

When families are active and engaged in their children’s lives, children tend to have higher self-worth and social competence, and are less likely to engage in problematic behaviours. We want all of Ontario’s families to be the place where children find love, guidance and positive role models so they can achieve their full potential. Some families, however, may face complex challenges and need additional supports before that can happen. This is particularly true for families living in poverty, with precarious employment, headed by single parents, or where parents face mental health and addiction challenges, have a disability, are newcomers or racialized.

Supporting this outcome involves:

Encouraging families to spend quality time with their children

Engaged parenting is about being aware of their children’s needs and experiences, and being present in their lives on a daily basis. Research tells us that what matters most is the quality of time spent together. Family dinners can connect parents and caregivers to the daily lives of their children. Parents and caregivers can also encourage family connection and communication by putting away their own screens and technology. Children are more likely to share information about their experiences, feelings and needs when communication is open, respectful and a part of daily life.

Connecting families and schools

We know that school attachment is important for middle years children – and it is also important for their parents and caregivers. Connecting parents and caregivers to what children are learning in school can help ensure that they know how to support home-based learning activities, address questions and concerns, are able to keep track of how their children are doing, and see themselves as active participants in their child’s learning. Supporting parent engagement in children’s learning means building effective, collaborative and respectful relationships between families and their school/school board. Parents should receive regular communications about their children’s progress. There should be opportunities for parents and caregivers to participate in school decision making (such as school councils). Most importantly, parent engagement needs to be culturally appropriate, flexible and responsive to a variety of different family needs and constraints.

Recognizing that all families need help sometimes

All families face challenges that can sometimes feel overwhelming. Removing stigma and encouraging parents and caregivers to seek help can ensure they are well-positioned to cope with challenges and to be resilient. Support may come in the form of programs and services, but it may also mean strong and reinforcing community networks and parenting supports.

Some families are at greater risk of isolation and face barriers to accessing services. We know that having a coordinated, easy to navigate service system is essential. We also know that some families living in remote communities or without strong transportation networks face additional challenges accessing services and programs. Providing practical, family-oriented services that address common barriers – things like transportation, flexible hours and cultural responsiveness – can support all families to access the supports they need. Effective services are those that are designed with the whole family in mind. Supporting the family is often an important part of supporting the child.

How we can tell:

▲ % of children who eat dinner with a parent on a regular basis

▲ % of teachers who share suggestions with parents/caregivers to support learning at home

▲ % of teachers who share information with parents/caregivers on their child's progress

Spotlight: Helping children have caring and connected families

London’s Merrymount Family Support and Crisis Centre helps children by supporting families during an emergency, crisis, severe stress, or other disruptive situation.

Merrymount provides a safe, positive environment where children can develop and learn through programs that build self-awareness, self-esteem, help them handle stress and emotional challenges, develop confidence and social skills, improve coping strategies, build resiliency, and increase their sense of safety and wellbeing.

Merrymount’s Crisis Residential/Respite Program offers 24 hour continuous care to children from birth to 13 years of age. The program provides services that meet children’s needs over a temporary period of family instability. Each year 2,300 children use the 18 available beds. Merrymount then works with the family to help them cope with the present crisis, become involved with community supports, and plan for adequate care for the child’s return home.

I like it here because the staff make me feel happy and good about myself and teach me how to share.

Montana, 8

I have fun here and my Mom gets to have a break.

Ashton, 8

Goal: Ontario children have positive relationships

Friends play an important role in the lives of middle years children. As children develop through the middle years, they are acquiring the skills they need to develop healthy and close friendships, which are important basic life skills.

Why it matters:

Middle years children need adults in their lives who care about them, encourage them and believe in them, and who can help them learn how to have positive interactions with others. This includes having access to adults outside the home, such as mentors, Elders, Senators and traditional knowledge keepers. A strong sense of identity and prosocial values about inclusion, equity and diversity can help ensure that middle years children in Ontario grow up to contribute to their communities in positive ways.

Children need safe places to play, build independence and explore social connections. It’s important that middle years children are supported as they learn how to manage conflict, stand up to bullying, and respectfully navigate social networks.

Every child needs at least one adult who is irrationally crazy about him or her.

Urie Bronfenbrenner

Snapshot of Ontario:

Children increasingly relate to each other through technology and online. More than one-quarter of students in Grade 4 have their own phones, with the numbers increasing as they age (85% in Grade 11). This means that children today are often connected when they are not together in person, and are using portable tools to communicate.

Middle years children are also increasingly exposed to social media sites that rely on stereotypes and embed commercial messages into a child’s sense of identity, and expectations for relationships.^{footnote 76[76]}

Middle years children need help to develop the skills to be safe, including managing the ways they deal with conflicts and risks at school and online.

The new Ontario Health and Physical Education Curriculum (Grades 1–8) supports students to develop the skills and knowledge to understand themselves and others, develop and maintain healthy relationships, and be safe physically and emotionally. Younger students learn about how to be a good friend and have respectful two-way communication. Older students (by Grade 6) learn the effects of stereotypes, including homophobia and sexism, and the importance of respecting themselves and others, in all their diversity – including people of all gender identities, sexual orientations, mental and physical abilities, and social and cultural backgrounds.

#7 Ontario children form and maintain healthy, close relationships

Social connectedness supports optimal child wellbeing. During the middle years, children strengthen their sense of belonging, through being connected to friends, family and community.

Children in the middle years are still closely linked to their caregivers and families, but the role of friends and others is taking on increasing importance. Children are beginning to develop close, trusting friendships and as they get older, they develop the foundations of romantic relationships. Studies show that children’s social connectedness is linked to self-esteem and self-confidence, as well as academic achievement.

Supporting this outcome involves:

Building strong social and emotional skills

When children learn social and emotional skills – when they feel confident making new friends, expressing their ideas and dealing with conflicts – they are more likely to feel good about themselves and make healthy choices. When children experience challenges in this area, they are more likely to feel isolated, anxious and depressed.

Most middle years children have the developmental foundation they need to hone their social and emotional skills, including the ability to be empathetic, use language to communicate in different ways, and solve problems while considering other people’s perspectives. Some social skills – such as coping with bullying or demonstrating respect for others – are especially valuable. Encouragement, patience and active coaching from adults and caregivers can help children develop these basic life skills. We know that some middle years children with developmental concerns or special needs face additional barriers to developing social skills, and helping them overcome these barriers is extremely important, as friendships can be a protective factor for them.

Providing diverse, positive opportunities

We know that school provides significant opportunities for middle years children to learn how to form and maintain healthy relationships, and this is extremely important. We also know that when they are able to explore and develop friendships outside of school, they thrive even more. Access to diverse social activities and opportunities to establish and deepen different friendships help children build confidence and other core social and emotional skills.

Role modelling healthy relationships

We know that children learn from watching and copying the behaviour of those who are close to them. Positive relationship role modelling can help form social skills and give children a sense of confidence in their interactions with a variety of people. Also, introducing children to diverse role models could help to break down bias and stereotyping, such as gender stereotypes, which can negatively impact children’s development of relationships and children’s understanding of roles and healthy relationships.

Negative role model experiences can put children at risk for developing unhealthy relationships, and toxic stress has a negative impact on growth and development. This is true, for example, with children who experience violence in the home.

How we can tell:

▲ % of children who have at least one friend they can trust and rely on

▲ % of children who can talk through disputes with a friend

#8 Ontario children respect others and value diversity, equity and inclusion

Ontario is one of the most diverse provinces in Canada. Every child who grows up here should be socially included and respected. A sense of belonging is an important element of child growth and development and builds a strong sense of self and respect for others within a diverse society.

Children at this age should be supported in developing respectful and inclusive attitudes and behaviours about all dimensions of diversity, including families with one or more parents, LGBTQ2S-led families, and families where children live with grandparents or with caregivers, as well as children who are Black, racialized, Indigenous, newcomer, from diverse ethnic, religious, and socio-economic backgrounds or who have disabilities and special needs. It is important for children to learn that inclusion means everyone is welcomed, accepted and belongs, regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other factors. In addressing bias and discriminatory attitudes, language and behaviour, parents, caregivers, teachers and other caring adults play an important role in supporting children to understand the impact they have on others, take responsibility and where needed, take corrective action to promote equity and inclusion.

Supporting this outcome involves:

Valuing diverse identities and embracing equity and inclusion

Middle years children are thinking about their own identity, considering the diversity of others, and can appreciate perspectives that are different from their own. Increasing the visibility of the strengths and assets of people from diverse cultures, backgrounds and abilities will help to create a broader awareness and understanding of the contributions of diverse communities and individuals. Increasing the understanding and acknowledgment of diverse cultures and social identities helps to normalize and value diversity. True inclusion happens when we celebrate our diverse identities on a day-to-day basis. Valuing diversity and embracing difference helps middle years children develop healthy attitudes about themselves and their identities. Recognizing contributions of diverse communities and individuals deepens possibilities for equity and inclusion.

Valuing First Nations, Métis and Inuit cultures and histories

Individuals, community leaders, governments and others need to make deliberate efforts to recognize, reflect upon and celebrate Indigenous people in Ontario. There are vast differences across and within First Nations, Métis and Inuit cultures, yet many Ontarians do not understand or appreciate these differences. Lack of awareness of different cultures – a type of stereotyping – results in a lack of respect for different cultural identities. There needs to be more information about First Nations, Métis and Inuit cultures in school curriculums and in extracurricular learning.

Encouraging children to stand up to discrimination

Children at this age are capable of empathy and may express thoughts and feelings when they witness discrimination against people based on their social and cultural identities. They are also able to problem-solve and are learning how to respect the opinions of others. We know that learning about the shared and distinct history, traditions, values and ideas of others helps children develop skills to be culturally responsive, accepting and inclusive of others.

How we can tell:

▼ % of children who bully others

▼ % of children who have been bullied

▲ % of children who feel students treat each other with respect

▲ % of children who think it is important to be kind and forgiving of others

#9 Ontario children feel safe at home, at school, online and in their communities

Children in the middle years are learning how to keep themselves safe and beginning to recognize and manage risks. As children progress through the middle years, they begin to develop more independence, exercise more autonomy from their parents and are increasingly exposed to new influences. This is a healthy part of growing and developing through the middle years. Understandably, however, many parents and caregivers worry about how their children are managing the increased independent interactions with new people and experiences, the role and influence of social media, and other possible risks.

Supporting this outcome involves:

Planning for safety at home and in communities

Statistics show that the home is the most likely place for childhood injuries, and that many incidents are preventable. Parents and caregivers can help protect children by implementing safety plans (such as a home fire escape plan, or establishing an emergency contact person), and teaching children basic fire safety and other skills to avoid or cope with emergencies (such as first aid or proper use of kitchen equipment). Children in the middle years benefit from having firm but fair guidelines, allowing them to explore new activities, and take measured risks, all while being responsible and safety-conscious.

Creating safe, inclusive and accepting schools and communities

We know that some students feel more vulnerable at school and in their communities than others. This can be due to homophobia and transphobia, as well as stereotypes and assumptions about sexual orientation, gender expression, race, ethnicity, culture, disability and mental health. Children who are subjected to these stereotypes or assumptions may face unwanted negative attention, bullying, discrimination, isolation, assumption of gender roles or exclusion. Discussing the harmful effects of these stereotypes, and the importance of changing and challenging them, can help children understand and develop the skills they need to prevent and address bullying and help them build a safe, inclusive and accepting school environment for themselves and their communities. Equipping parents to support their children in preventing and addressing bullying and discrimination is also critically important. It is up to adults to set the tone and create a space where everyone feels included, where diversity is valued and discrimination is not tolerated.

Preventing and addressing the abuse and exploitation of children

It can be a difficult topic to discuss, but children also need to be aware that sadly, abuse and exploitation do occur in our world. Children need to be supported to understand how to recognize abuse, and feel comfortable asserting their own boundaries and limits. They also need to know who and where to go for help, if they ever feel they need it. This foundation can help lessen current and future risk, including the risk of human trafficking or abuse by someone known to the child. The children most vulnerable to human trafficking include those in the care of a children’s aid society or Indigenous child well-being society, Indigenous girls and newcomers, with 14-year-old girls as one of the most vulnerable groups.^{footnote 77[77]} Adults also need to be proactive in monitoring, following up with children, and intervening where harm is suspected. We all share a responsibility to protect children from harm. Anyone who has reasonable grounds to suspect that a child is or may be in need of protection must promptly report the suspicion and the information upon which it is based to a children’s aid society.

Teaching media smarts

More and more middle years children are accessing social media and using technology to connect with others – one study has found that children as young as nine are getting up in the night to check their phones. It is important to begin talking to children about managing their screen time and the potential risks of social media from their first interactions with technology and ongoing.^{footnote 78[78]} It is also important to teach children about what to do when experiencing cyberbullying and how to recognize, assess and manage potentially dangerous situations, and who they can go to if they need help.

How we can tell:

▲ % of children who feel safe at school

▲ % of children who feel their community is safe for children to play outside during the day

▲ % of children who feel they can trust people in their community

▲ % of children who feel confident they have the skill needed to protect themselves online

Spotlight: Helping children have positive relationships

The Ministry of the Status of Women funds and participates in the development and delivery of a number of educational initiatives to prevent violence against women in communities across the province. Promoting Healthy, Equal Relationships is an initiative designed to reach students ages 8–14, with resources and supports to instil positive attitudes and behaviours, and create new social norms of equality and respect.

We know that gender-based violence is rooted in a person’s belief of inequality, and research has shown that these beliefs often form long before adulthood.

We know, too, that along with parents, teachers play a vital role in guiding children’s and youth’s attitudes and behaviours toward healthy, equal relationships. Promoting Healthy, Equal Relationships provides resource materials to help young students understand what healthy, equal relationships are and the importance of respecting themselves and others. While most of the material is suitable for students ages 8–14, the information is applicable for many grade levels.

Resources for kids include:

• online information about abuse, positive relationships, and warning signs of unhealthy relationships
• ways to contact help lines, such as Kids Help Phone
• the award-winning online video game to promote healthy relationships, Replay: Finding Zoe. http://www.metrac.org/gamesandapps/

The full list of Promoting Healthy, Equal Relationships resources can be found at this link, under the heading Promoting Healthy, Equal Relationships: https://www.ontario.ca/page/womens-issues

Other Public Education resources aimed at changing attitudes and behaviours that perpetuate violence against women and girls can be ordered for free at Service Ontario Publications. To order, you must create a username and password, or call1-800-668-9938.

Goal: Ontario children engage in learning

We want all children to feel motivated, supported and encouraged to learn. Flexible, experiential, inclusive, and strengths-based learning environments that respond to individual learning needs can help shape a lifelong love of learning for children of all abilities, and from all backgrounds.

Why it matters:

Learning takes place in all environments, every day. School staff, families, coaches, before- and after-school providers, recreation leaders, Elders, Senators, traditional knowledge keepers and community members and others all have a role to play. Inside and outside of school, children need to feel a sense of accomplishment, and to develop social and emotional competencies, and develop confidence as learners. They need help and support in becoming critical and informed young citizens and lifelong learners. They need to learn respect for themselves and for others, and they need to learn to embrace the core values of diversity, equity and inclusion. They also need supportive learning environments that value them and accept them for who they are.

Experts say children begin to envision their “future selves” around ages 7–10 years old. This developmental window is a time when children should start reflecting on what they are good at and what they want to do when they grow up, and they need to be supported in doing that. Exposing children to diverse career options and supporting them to develop a sense of “agency” or control can help empower them to take charge of their learning journey now and into the future.

Snapshot of Ontario:

Approximately 1.4 million children (Kindergarten to Grade 8) attend Ontario's 4,000 publicly funded elementary schools. We recognize that strong literacy and numeracy skills lay a critical foundation for academic achievement and for a lifetime of success. In Ontario, 72% of elementary students are meeting or exceeding the provincial standard (equivalent to a B grade) in reading, writing and math.^{footnote 79[79]} Yet some children are falling behind in these early grades.

The Ontario education system recognizes that children's wellbeing contributes to their ability to learn in all disciplines, and that learning in turn contributes to their overall wellbeing (Achieving Excellence: A Renewed Vision for Education in Ontario).^{footnote 80[80]} Educators are taking students’ wellbeing into account when planning instructional approaches. Educators also recognize that supporting and promoting wellbeing goes beyond the curriculum. It requires creating opportunities to build positive relationships, centred on caring and supportive relationships with adults and students in the school environment. It requires schools to be inclusive learning environments, so students feel they belong and differences are accepted and valued. It also means empowering students to have a say on how to support their own wellbeing and their own learning journey.

In an environment based on the principles of inclusive education, equity and diversity is valued, and all members of the school community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences (Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12).^{footnote 81[81]}

#10 Ontario children are curious and love to learn

In the middle years, children begin to take on the characteristics most important for learning – curiosity, creativity, imagination, cooperation, confidence, and enthusiasm. Their minds are opening to the wider world. We want children to be happy to go to school and feel excited about learning. Supporting children to feel joy in learning can set them up for success and a lifetime love of learning.

Supporting this outcome involves:

Motivating children and instilling a love of learning

A child's perception of learning is influenced by relationships – friends, families, extended families, school staff, Elders, Senators, traditional knowledge keepers and community members and other caring adults. These networks can help promote a love of learning and sense of connection to school. Another important way to build enthusiasm for learning is to create healthy conditions for children to learn. Physical exercise, plenty of sleep, healthy nutrition, and limited screen time all result in the brain being wired and primed for learning.

Helping children set realistic goals so they feel happy and confident about their achievements

Helping children feel good about themselves as learners means finding opportunities for them to feel proud of their achievements, in and outside of the classroom. Children need to be recognized for all types of achievement, such as when they help a friend with a challenge, improve a skill, make a healthy choice, or learn something new that sparks interest. Overcoming obstacles can also help them build a sense of achievement. Teaching children to value all aspects of their personal, emotional, social, academic or extracurricular achievement helps to build happy, balanced learners.

Making school a place where children want to be and where they belong

Healthy, inclusive and safe school communities are places where children want to be. They are fun, respectful, and promote healthy behaviours. They give children space to socialize, have quiet time, and find resources to address a range of needs. Across Ontario, school boards are focusing efforts on the “school climate” and the importance of wellbeing in the learning process. School boards are also focusing efforts on appreciating diverse cultures, balanced power dynamics between students and school staff, and learning environments where students feel accepted, valued and acknowledged.

How we can tell:

▲ % of children who really like school

▲ % of children who like to read

▲ % of children who enjoy mathematics

▲ % of children who feel that they belong at their school

#11 Ontario children have relevant learning experiences that address their diverse interests, strengths, needs and abilities

Research shows that children’s success in school is linked to their willingness to engage in tasks, and this is influenced by their interests.^{footnote 82[82]} Learning experiences need to be interesting, relevant, and respond to a range of contexts, cultures, backgrounds, and abilities.

Supporting this outcome involves:

Flexible and supportive learning environments

In order to learn, children need opportunities to move around, be active, try out new things and have hands-on activities. We know that all children benefit from learning in an environment where they can use all their senses to explore and play. Children also need opportunities to explore their personal and cultural identities freely. The use of technology, for example through Blended Learning, can be used to support students with a variety of learning needs. Blended Learning is a combination of face-to-face and online learning.

Early identification and support for children with special needs or learning challenges

We know that all children benefit from tailored supports in school. Children with special needs may face unique challenges in learning. For children identified with special education needs, individualized programs, supports and/or services are essential for them to succeed in school. By providing early and ongoing assessments and interventions, we can respond to their unique learner profiles of strengths and needs and set them up for success. Children with special needs may also need support and opportunities to build social and emotional competencies, to help them form close friendships and support their overall wellbeing inside and outside of the school environment.

Learning opportunities reflect student realities and new perspectives

All children should see themselves, their families and their cultures reflected in their learning. This means breaking down assumptions and biases and exposing children to the full diversity of cultures, gender identities, races, religions, and experiences. This could include showing women in “non-traditional” positions or Indigenous people in leadership roles. It could mean inviting artists, athletes, traditional knowledge keepers, architects, gardeners or Indigenous storytellers to talk about different lived experiences. This provides examples for students of all backgrounds and reinforces the notion that the definition of success is different for everyone. It is particularly important that children in Ontario learn about the histories of Indigenous peoples in a way that recognizes the strengths and values of Indigenous cultures, as well as the impact of colonization.

Children are supported to develop confidence and pride in their abilities

Children need opportunities to build their own sense of agency, to be good at things, to work through challenges, and to explore different interests. Children in the middle years are primed to make connections between what they learn, their world, and what they hope for the future, and to develop the kind of confidence and pride in their abilities that will set them on a positive course.

How we can tell:

▲ % of children who feel they can get extra help at school when they need it

▲ % of children who feel their teacher accepts them as they are

▲ % of children who regularly take part in a school club or group

#12 Ontario children gain the knowledge and skills they need

In the middle years, brain development is accelerating and many changes occur. It is a time when a child’s brain is fine-tuned for learning. Children are geared up to combine ideas into new information, make informed decisions, communicate effectively, and thrive in their own communities and the ever-changing global world. For children to want to learn, they need to be interested in what they are learning, feel it is relevant to their lives, and have opportunities to apply knowledge and skills inside and outside of the classroom.^{footnote 83[83]} They also need opportunities to develop social and emotional competencies.

Supporting this outcome involves:

High quality learning opportunities inside and outside of school

Children need high quality opportunities to learn, apply and build on their social, emotional, physical and cognitive skills, as well as their experiences in their environment. Children need to be able to connect what they learn at school with their lives at home and in the community including after-school programs, recreation programs, cultural activities, and other extracurricular activities, and they need to use their newfound knowledge and skills in their relationships with peers and families.

Learning through play, inquiry and exploration

During the middle years, basic academic skills and aptitudes such as reading, writing, telling time, math and computing develop and are strengthened. Children use creative, imaginative and practical thinking to find solutions to problems. Attention spans and the ability to concentrate on tasks vary. Evidence shows that children learn well through play, exploration, and inquiry as well as through reflection on what they are doing and what they want to accomplish.

Achievement in relation to their individual potential

Children thrive when faced with high, yet realistic, expectations that challenge them to strive to achieve goals, and also allow them to feel a sense of accomplishment. Every child deserves the opportunity to feel pride in a task well done. Experts talk about the importance of “mastery” of a skill to instil a sense of confidence.^{footnote 84[84]} At this age, mastery should be relative to each child’s ability. Expectations for children should be clear, achievable, and measurable, so children have the opportunity to take pride in their own abilities.

How we can tell:

▲ % of Grade 3 students who are at or above the provincial math standard

▲ % of Grade 3 students who are at or above the provincial reading standard

▲ % of Grade 3 students who are at or above the provincial writing standard

▲ % of teachers that implement a social and emotional learning program

▲ % of children who enter Grade 1 ready to learn

Spotlight: Helping children engage in learning

The Children’s Book Bank is dedicated to the principle that learning to read is the right of every child. Since 2008, the Children’s Book Bank has been distributing free, gently used books to children and their families who face numerous barriers to purchasing new ones, while its engaging programs positively contribute to literacy development for those with the greatest need.

A visit to the storefront, located on Berkeley Street in the Regent Park-St. James Town neighborhood, is much like a visit to a favourite children’s bookstore, except that the books are free. Staff and volunteers sort through and organize a large inventory of beautiful books suitable for children from birth to age 12 and arrange them in the Children’s Book Bank’s welcoming space. Families and caregivers with children are encouraged to visit as often as they like, and every person is welcome to choose one book to take home each visit. The staff and volunteers are literacy experts who enjoy providing advice about selecting appropriate books.

Every month, the Book Bank distributes over 5,000 books to help support the programming at literacy centres including Albion Neighbourhood Services in United Way’s Rexdale Hub; Macaulay Child Development Centre in the Eglinton Humber area; East York East Toronto Family Resources in the Ontario Early Years Centre in the Crescent Town Hub; Thorncliffe Neighbourhood Office in the Ontario Early Years Centre. Other partnerships include Robertson House, The Native Women’s Resource Centre, Parents for Better Beginnings and the Yonge Street Mission. In 2016, The Children’s Book Bank gave away 120,000 donated books. By recycling books that might otherwise end up in landfill, the Book Bank also contributes to a more sustainable future for all.

Spotlight: Ensuring equity in Ontario’s education system

In September 2017, Ontario launched its Education Equity Action Plan to serve as the province’s blueprint for identifying and eliminating discriminatory practices, systemic barriers and biases from schools and classrooms. This action plan will build on the ministry’s 2009 Equity and Inclusive Education Strategy, bringing new focus and resources to bear as a means of accelerating our progress.

The action plan will unfold over three years – beginning with the 2017-18 school year – and bring together parents, educators, principals, board staff, trustees and community leaders who will bring it to life.

The key components of Ontario’s Education Equity Action Plan include enhancing:

• School and classroom practices by ensuring that they reflect and respond to the diversity of all students and staff.
• Leadership, governance and human resource practices by ensuring that the diversity of the teachers, staff and school system leaders in Ontario schools reflect the diversity of their students, and that those education leaders are committed to equity for all learners and to upholding and promoting human rights.
• Data collection, integration and reporting by collecting and analyzing demographic data to gain a clearer understanding of who Ontario’s students and staff are, which will enable our school and system leaders to more precisely address the barriers to student success through data-informed decision-making.
• Organizational culture change by applying an equity, inclusion and human rights perspective to the Ministry of Education’s internal organizational structures, policies, programs and practices. The Ministry of Education will become an example of diversity, equity, and inclusion, and demonstrate our commitment to upholding and promoting human rights.

Ontario’s vision for education is about creating the best possible experience for staff, educators and students. The result of this work will be positive learning environments where student achievement, well-being and equity are the top priority.

Goal: Ontario children feel valued

Every child in Ontario deserves to grow up happy, safe and valued. Children need to be supported in exploring and expressing who they are as individuals, and to feel they matter as members of their family, school community, broader community and the world.

Why it matters:

Over the course of the middle years, a child’s concept of “self” and “spirit” develops dramatically. Children begin to gain a more complex understanding of who they are, their sense of purpose and what matters to them. As they grow and develop, they begin to examine themselves inwardly and more abstractly, and they have a growing sense of themselves as autonomous individuals, as well as their place in their families and communities. As a child’s identity is taking shape, they need support to feel and express pride in their culture, language, religion, ethnicity, unique abilities, and gender identity.

Snapshot of Ontario:

Middle years children growing up in Ontario are exploring their intersecting identities – including their gender, culture, race, ethnic and religious identities, as well as their personal interests and beliefs. Children need safe spaces and encouragement to explore all aspects of who they are and who they are becoming. Experiences of racism, homophobia, Islamophobia, antisemitism, discrimination based on disabilities and other unacceptable forms of intolerance have long-lasting negative impacts on the social and emotional development of children, break down families and communities, and perpetuate disparities in outcomes for different population groups.

Despite efforts to create safe and inclusive schools, community organizations, and neighbourhoods, racism and other forms of discrimination still exist. Structural inequities in our systems were established long ago and continue to shape the present. For example, systemic racism can lead to the over-representation of racialized, Black and Indigenous people in the child welfare and the justice systems. Whether through direct acts or hidden biases, on an individual or institutional level, racism affects children and families across the province.

The implementation of anti-discrimination principles in education influences all aspects of school life. It promotes a school climate that encourages students to work to high levels of achievement, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. It encourages staff and students to value and show respect for diversity and inclusion within the school and in the broader community.

#13 Ontario children are discovering who they are and who they want to be

During the middle years, children are beginning to explore the many facets of who they are as individuals, as well as their intersecting social and cultural identities. They need to be able to do this in safe and supporting environments. This is an important time to encourage and help children to explore a wide variety of potential future “selves” related to their goals for education, physical activities, community involvement, the environment and career.

Supporting this outcome involves:

Children need exposure to a wide range of opportunities and activities

During the middle years, children are deepening their sense of their own competencies – what they believe they can achieve. They need to be supported to develop social, physical, and academic competencies, along with pride and confidence in those abilities. This requires opportunities for them to explore new activities, reach higher levels of performance, and receive positive feedback from parents, peers, mentors, cultural role models and school staff.

Children need to feel safe and supported in exploring their identity

Children need support to develop their own set of values and to have opportunities to express them in safe and accepting spaces. Adults (family, extended family, educators, school staff, mentors, Elders) should encourage children to ask themselves questions like: “Where did I come from? What are my dreams for the future? What are my strengths? What do I need to work more on? What do I value? What do I want to do? What things can I have a say in?” Children from diverse backgrounds need encouragement and safe and accepting spaces to explore and express their cultural and personal identities.

Monitoring social media to restrict negative images

In part because of social media and other mass messages, children often struggle with maintaining a positive image of themselves. Images and ideas on social media are often beyond the maturity level of children in this age group. They are increasingly exposed to age-inappropriate sexualized online content without the tools to understand what they are seeing and what to do about it. Parents and other caring adults can play a role in monitoring the social media content to which their children are exposed and having open, honest discussions about any negative or stereotypical images

How we can tell:

▲ % of children who say they have confidence in themselves

▲ % of children who participate in art, music or drama activities outside of school

▲ % of children who are involved in community groups

#14 Ontario children are proud of their cultures and identities and live free from discrimination

Research shows that connecting with culture can help children make sense of the world, develop a sense of purpose and meaning, find balance and deepen their interactions with family, extended family and community. Culture can also protect against risk factors such as mental health issues, family breakdown, and social isolation.^{footnote 85[85]} Protecting and promoting culture is particularly important for First Nations, Métis and Inuit children, as it is central to their wellbeing and identity.

Identity is multi-faceted and intersecting and includes elements that are personal, social, spiritual and cultural. It includes many different aspects of who we are as people and what our experiences are in the world. It can include family and cultural heritage, religion, gender identity, race, sexual orientation, and special needs. It may include belonging to a specific cultural or linguistic group, including the Francophone community or Deaf culture.

All children deserve to be able to safely and confidently express their many identities and cultural realities as they come to deepen their understanding of who they are as individuals, as members of their family, culture, communities and broader Ontario and Canadian society.

Supporting this outcome involves:

Empowering children to connect to their cultural heritage

We want children to feel grounded in their cultural backgrounds and supported to express their cultural identities. For this to happen, children need opportunities to express themselves and connect with their language, cultural traditions and ceremonies, and to see positive reflections of their cultures in their school, community, media and society at large. In particular, there is a need and responsibility to support Indigenous children and families to deepen their connection with Indigenous languages and cultural traditions.

Enabling children to explore, experiment and feel pride in their multiple identities

Children are curious, questioning, and exploring during this time and need a safe space to talk about, understand and take pride in themselves. As children in the middle years deepen their understanding of who they are, and the intersectionality of their identities, they are also becoming increasingly aware of social power dynamics. Children may face discrimination, bullying or other forms of social exclusion and these issues need to be addressed. Adults (teachers, school staff, mentors, community leaders) need to take a leadership role to create safe, inclusive spaces and talk to children about the importance of diversity and inclusion.

Supporting children to stand up against discrimination

This is a prime time for families, schools and cultural leaders to engage children in discussions about racism, discrimination, injustice and inequity. It is a time to teach children to be advocates for themselves and their peers. Children need to be empowered to stand up against various forms of discrimination, including racism, anti-Indigenous racism and anti-Black racism, sexism, transphobia, homophobia, Islamophobia, and antisemitism. We all are responsible for acknowledging and valuing the diversity of all members of our society, and upholding human rights in our province and our country.

How we can tell:

▼ % of children who are treated badly or differently at school because of their race, ethnicity, colour of skin

▼ % of children who are treated badly or differently at school because of their gender identity or sexual orientation

▲ % of children who feel other children accept them as they are

#15 Ontario children can express what matters to them

Children have values, opinions, and feelings about issues in the world around them and are experimenting with how they express themselves as individuals and as part of a group.

By the middle years, most children want a bigger role in decision making, and to have their opinions heard. They have a lot of ideas and need a voice in determining how things are done. Building confidence in children means listening to their ideas and finding opportunities for them to make decisions and have an impact. It helps when children are empowered to set priorities at home, at school and in their communities.

Supporting this outcome involves:

Supporting children to express ideas and opinions

Children are developing the capacity for more complex thought and ideas. They should be supported to experiment with ideas and engage in conversations with family, extended family, and other adults. Research shows the importance of families eating dinner together and carving out time for these conversations. Take the time to explore the ideas that children are expressing. Ask what matters to them and give them the space to discuss their opinions.

Helping children think about and get involved in the “big issues”

In the middle years, children are becoming more connected with the broader community. This is an opportune time for them to learn about civic engagement and get involved in their communities through volunteerism, participation in social and cultural networks, and being a good neighbour. To put this learning into practice, communities and schools can provide children with opportunities to volunteer and participate as leaders in their community. Some middle schools have student councils, so children can get involved in their school. The concept of service to community is an important developmental milestone for middle years children, and in particular, this is an important concept in Indigenous communities.

Encouraging appropriate opportunities for independence and having a voice in decisions that impact them

During the middle years, children are building increasing independence and autonomy from their parents. Research tells us that this process is both normal and healthy. By helping children to safely build independence from their parents in an age-appropriate way, we can help them develop into independent young people, feel a sense of agency and think critically about their role as community members, leaders, and citizens.

How we can tell:

▲ % of children who have someone in their family who listens to them when they speak

▲ % of children who feel they are encouraged to express their own view in their class(es)

Spotlight: Helping children feel valued

Autism Ontario’s Summer Camp and March Break Camp give children with Autism Spectrum Disorder (ASD) the chance to participate in fun skill-building activities outside of school. At the camps, kids have a chance to go bowling, swimming, and skating. They get to play music and participate in arts and crafts programs.

Through support from the Ministry of Children and Youth Services, families are able to hire workers to give their children one-to-one support so that while their children are at the camps, parents can relax knowing their children are well cared for, safe and happy. Children and youth with ASD are eligible for these funds until their 18th birthday.

The program receives frequent praise by parents, who appreciate the chance for their child to attend camp. During the summer of 2016, more than 2,800 children and youth with ASD attended summer camps. In March 2017, more than 2,000 children and youth participated in March Break camps across the province.

We as a family cannot wait for Bianca to attend swim camp this year as she will learn life skills. We are so grateful for this program. Thank you for this amazing opportunity

Bob, Anna, and Bianca

Willow had a good March Break. Thank you so much for the support. I had a bad car accident and this was such a help in getting Willow out and giving me some needed rest

Janet S., Willow’s mother

Goal: Ontario communities support children and families

Supporting healthy, safe, hopeful and engaged children “takes a village.” Children live in families, and families are part of communities. Strong communities break down feelings of isolation and build strong social bonds within and across diverse groups of people.

Why it matters:

Family friendly communities create the conditions for children to thrive. Similarly, strong and stable children and families lead to strong and vibrant communities. A family’s social connection can have a direct impact on children. Children whose parents are socially connected to their neighbourhood are less likely to experience challenges than those whose parents are not well integrated.

Children need opportunities to participate in quality programs, take part in solving challenges facing their neighbourhood, and build positive relationships with other peers and adults. Schools, recreation programs, cultural organizations, religious groups, health providers, community service providers and others need to work closely with each other and with families to create a network of opportunities that promote the wellbeing of children now and into the future.

Communities can help children and families thrive by ensuring they have equal access to programs and services, supporting community networks, and by giving them a voice in decisions that affect them.

Snapshot of Ontario:

A lot is happening in the life of a middle years child, and parents have many questions about how to best support their children’s needs, and prepare them for transitions into the teen years. Parents learn from each other and build networks to connect locally with other parents.

Many programs and services exist to support children and families in Ontario. These are delivered by different levels of government, non-profit organizations, foundations and the private sector. We have heard from families that they need help trying to find and navigate services for their children. They often start with the Internet, but get lost in the many services listed. We also know that some families face barriers to accessing services, such as cost or transportation. This may be of particular concern for parents of children with special needs.^{footnote 86[86]}

Efforts are underway to improve the service experiences of families across sectors by integrating services into a coordinated, seamless system. For example, through the Ontario Special Needs Strategy, the government is bringing together service providers from across sectors to ensure they are all working toward the same goals.

#16 Ontario families are supported, engaged and inform the decisions that affect them

We know that well-connected families who have opportunities to meaningfully engage in their children’s lives and their communities bring about improved outcomes for their children.

However, many families often feel disconnected from the institutions that are in place to support them and their children, and they are not as engaged in their community as they would like to be. Families often feel they do not have a voice in decisions that affect their children and struggle to have their voices heard.

For Indigenous families, a history of colonialism as well as their current experiences with the child welfare system often leads to distrust of “mainstream” community institutions and government services.

Supporting this outcome involves:

Building trust and empowering families to have a voice in how programs are designed and delivered

Families have told us they want to provide input into the way programs are designed and delivered in their communities. Families don’t want to be just the recipients of services, they want to steer the ship in terms of what is happening for their children. Actively engaging families in how programs are designed and delivered builds trust. It also results in programs for children that are more relevant and accessible, and reflect the diversity of the children, families and communities.

Fostering family-centred approaches to the delivery of services for children

All children require strong and stable families to support their wellbeing and research shows that family involvement is a significant predictor of a child’s long-term outcomes. Despite this, engaging families as a key part of a child’s service plan is not always central to the design and delivery of programs for middle years children. Incorporating understanding and responsiveness to the needs and perspectives of parents and caregivers addresses the full context of a child’s life. Family-centred approaches promote the active engagement of parents and caregivers by providing access to resources and supports, informed decision making, and delivering flexible and responsive service based on family priorities, strengths and needs.

Talking to children about the importance of being actively involved in the decisions that affect them

Children also need opportunities to have a voice in their world. This is a prime time in a child’s development to emphasize the importance of being productive citizens and contributing to society. Children need opportunities to contribute to things that could make a difference in their lives or the lives of others. They can be mentors to younger children, they can volunteer in community projects, and they can add their voice and ideas to the decisions being made in their schools, neighbourhoods and community.

How we can tell:

▲ % of children who are involved in volunteer work

▲ % of parents/caregivers who highly agree their child’s school does a good job including them in their child’s education

#17 Ontario families know about and easily access high quality resources in their communities

We know that communities that provide accessible, inclusive activities that are fun, active, and relevant to the diversity of children’s lives can help children build the skills they need to set them up for success.

The middle years is a time when mental health, learning and behavioural challenges may begin to emerge. Unfortunately, families with the greatest needs report encountering biases and systemic barriers to service, with little support to help them navigate the system. These challenges and barriers are intensified for families living in poverty, newcomer, racialized and Indigenous families – who are often the families most in need of community support.

Supporting this outcome involves:

Integrated service planning and delivery to prevent “wrong doors”

Local service providers work to build local infrastructure and networks to plan for and provide services that “wrap around” children and families. However, more could be done to clear pathways for parents/caregivers in the delivery of services. The government is taking a leadership role to support more integrated service delivery in provincially funded systems, as recommended in Community Hubs in Ontario: A Strategic Framework and Action Plan.

Culturally relevant and safe services

We know that children do better when services are specifically designed for their needs, and respond to their unique lived experiences, cultures and backgrounds. For example, this includes programs that are targeted based on race, ethnicity, culture and other communities of belonging including LGBTQ2S and special needs.

Children have access to safe spaces that provide quality opportunity for play and recreation

Families are looking for child-friendly spaces once the children outgrow the playground. Children need to be able to play outdoors in safe spaces, both in structured and unstructured activities. Children need open, age-appropriate, accessible, inclusive spaces where they can congregate, feel they belong, and have quality opportunities for play.

Family support networks

Families can be powerful resources for other families. They can be referral sources, knowledge keepers, support networks and champions. Yet families are often disconnected from each other. Children may attend the same program, but often there are few opportunities for their respective parents to network with one another. The local school community can provide a good avenue for parents to meet other parents, network and to connect along shared experiences or interests.

How we can tell:

▲ % of parents who indicate that their children have access to after school care

▲ % of parents who feel public facilities and programs for sports/recreation meet their child's needs

▲ % of children who feel that there are good places to spend their free time (e.g., recreation centres, parks, shopping centres)

▲ % of parents who are satisfied with the accessibility (cost/location) of opportunities to be active in their community

#18 Ontario service providers, governments and community organizations foster belonging and wellbeing of children and families

Strong communities are built on solid bonds that enable a sense of belonging for all. In turn, strong communities create social stability and unity and contribute to individual wellbeing. It is the responsibility of all of us – government, service providers, and community-based organizations – to ensure that our work is benefiting the wellbeing of all children, in particular the most vulnerable, and that all families feel they matter and belong.

Supporting this outcome involves:

Building communities where all children and families belong

Belonging is not just a feeling – it is a way to support wellbeing in children, and build healthier, safer and more unified communities. We know that people who feel they belong to a community are more likely to take action with others for the common good.^{footnote 87[87]} We also know that a sense of community belonging is highly correlated with physical and mental health^{footnote 88[88]} A child’s sense of belonging intersects with all aspects of their day-to-day life – at school, at the park, in after-school activities, and in the community at large. It helps children perceive life to be more meaningful, they are better able to learn, and their culture and identity can flourish. However, some children and families such as newcomers, Indigenous, racialized, LGBTQ2S, and others face discrimination, social exclusion or isolation. All of us in Ontario need to do our part to address these issues and build strong and resilient communities that support wellbeing for all children.

Services are responsive to diverse needs

In Ontario, we expect all provincially funded programs and services to be delivered in a culturally relevant and responsive manner and respond to the diverse needs and identities of children. We expect that children with special needs will have access to targeted programs that support them and help them achieve, build friendships and feel connected to others. We expect that children from diverse communities can express their personal identities, and feel their cultures are recognized and valued. We expect that Francophone communities can access programs offered in French. We expect that Indigenous children and families will receive culturally relevant and responsive programs and services. We expect that children feel safe in their gender identity and are encouraged to explore their interests and goals in an environment without gender bias.

Building respectful relationships with Indigenous organizations

Indigenous children, families and communities benefit when service providers, governments and other allies commit to learning from the approaches of First Nations, Métis, and Inuit communities and Indigenous organizations and respect the best interests of their children, as defined by community and individual needs and priorities. Through the Ontario Indigenous Children and Youth Strategy, we are working to build lasting relationships that uphold shared accountability, Indigenous decision making, and self-determination and partnership. We are also committed to providing culturally relevant services that are driven by and responsive to local needs and priorities, and measuring impacts in ways that are culturally relevant, responsive and safe.

How we can tell:

▲ % of families who are satisfied with health care in their community

▲ % of children who would speak to a school social worker, counsellor, psychologist, nurse or other school staff if they needed help for concerns regarding their mental health

Spotlight: Communities support children and families

Girls Inc. Limestone delivers programs to assist girls in overcoming and avoiding adversity, living healthy and active lives, developing strong self-confidence, and setting education and career goals to strive for future self-sufficiency.

Girls Inc. serves more than 1,400 girls each year. Programs for girls ages 6-12 are delivered in the healthy lifestyle after-school program, in school and community groups for girls, and free summer day camps.

The comprehensive, research-based programming effectively addresses the issues faced by girls today. It includes self-defence and personal safety, media literacy, relational aggression and bullying, economic literacy, sports and motor skills development, science, technology, engineering and math, healthy sexuality, and community leadership.

Percephony looks forward to the program every day and gets mad when there are snow days because she can’t go. Even when she’s had a bad day at school, she always looks forward to going to Girls Inc. She loves it there.

Percephony’s mother

Goal: Indigenous children thrive

The legacy of the residential school system and the Sixties Scoop, in addition to the broader history of colonialism in Canada have affected Indigenous peoples’ ability to experience healthy family relationships, their sense of belonging, self-esteem, and knowledge of their languages and cultures. This trauma is passed down through generations.

Why it matters:

Colonialism led to the loss of culture, which resulted in both historic and ongoing emotional trauma and poverty. However, despite colonialism, First Nations, Métis and Inuit cultures and traditions have survived. Traditional knowledge keepers have worked to keep the cultures and languages alive. Indigenous children and youth are reclaiming pride in their identities.

The children and youth of today and tomorrow cannot grow up in health and safety if the traumas of the past are not addressed, and the cycle of intergenerational trauma remains unbroken and unhealed. Too many First Nations parents, grandparents, and great-grandparents are still suffering.

Chiefs of Ontario^{footnote 89[89]}

There is great diversity among First Nations, Inuit and Métis peoples in Ontario, but they share ways of knowing about wellbeing, including:

• wellbeing of a child is integrated with the family and community;^{footnote 90[90]} belonging within a family and community is one of the most important indicators of Indigenous wellbeing
• wellbeing is rooted in cultural connection and is strengthened through having purpose, cultural knowledge and spiritual wellness^{footnote 91[91]}
• wellbeing involves being connected to the land and the natural world

Gearing Up approaches health, healing and wellness from a wholistic perspective. It recognizes Indigenous ways of knowing that explain the passages of life through a continuum from childhood and youth to adulthood and seniority, and that people have evolving needs through the life cycle. It respects Indigenous ways of knowing that are grounded in the importance of meaning, purpose, belonging and hope, and where wellbeing cannot be separated from culture.

Snapshot of Ontario:

Indigenous communities in Ontario are young, growing and diverse

The Indigenous population is one of the youngest and fastest growing segments of Ontario’s population. A total of 25% of Indigenous people in Ontario are under the age of 15. The majority (84%) of Indigenous people in Ontario live off-reserve. The population of Indigenous people in Ontario is 301,430, with roughly 253,400 living off-reserve.^{footnote 92[92]} There are 133 First Nations communities in Ontario. There is diversity across First Nations, Métis and Inuit communities in terms of how they express cultural traditions.

Deeply embedded systemic inequities lead to disparities in outcomes

While many Indigenous peoples are achieving success in school, the workplace and their communities, significant gaps and barriers still exist. These challenges include lack of access to the basic determinants of health, high rates of poverty in Indigenous communities, high rates of complex physical and mental health problems among Indigenous young people, underfunded infrastructure, and an over-representation of Indigenous children in the child welfare and justice systems. Suicide rates are disproportionately high in many Indigenous communities and affect children as young as 10 years old. Inuit communities have the highest rates of suicide in the world.

The number of Indigenous children in child welfare services today is linked to intergenerational trauma. It also demonstrates that racism, bias and lack of cultural understanding are still deeply embedded in our institutions.

No child should be removed from their family due to poverty and poor housing;^{footnote 93[93]}

Ontario Federation of Indigenous Friendship Centres, Ontario Native Women’s Association and the Métis Nation of Ontario

Cultural traditions are strong and central to wellbeing

Colonial systems and practices continue to have complex impacts on Indigenous cultural traditions, practices, and intergenerational knowledge transmission. Despite this, Indigenous parents, families and communities have shown an overwhelming level of resilience that has kept their culture and traditions alive and thriving. Indigenous ways of knowing provide people with connections to the land and the elements.^{footnote 94[94]} And while there is diversity across cultures, what is consistent is the connection of culture to spiritual wellbeing.

Transforming relationships for improved outcomes

Ontario is working with First Nations, Métis, Inuit and urban Indigenous partners to implement the Ontario Indigenous Children and Youth Strategy (OICYS) together. The OICYS focuses on:

• transforming Ontario’s relationship with Indigenous children, youth, and their families
• enhancing First Nations jurisdiction and Indigenous control for children and youth services
• prioritizing preventative services for Indigenous children and youth that are culturally appropriate
• building a high quality integrated services network that supports Indigenous children and youth
• enabling government and Indigenous service providers to track and evaluate their work in implementing the strategy

#19 First Nations, Métis and Inuit children and families are physically, mentally, emotionally and spiritually well

Wellbeing for First Nations, Métis and Inuit children is an all-encompassing, wholistic concept.^{footnote 95[95]} Achieving balance across the cognitive, physical, emotional, social, communication and spiritual domains is an interactive, lifelong journey of learning and doing that is essential for the wellbeing of Indigenous children in Ontario. Indigenous spiritual wellness is grounded in cultural connections, and so for Indigenous children in the middle years, participation in cultural learning and activities can inspire healthy choices and healthier living.^{footnote 96[96]}

For Indigenous children, physical activity often involves cultural activity and land-based practices.^{footnote 97[97]} It has been recognized that “physical activity is cultural activity” and that these acts lead to wellbeing.^{footnote 98[98]}

Spiritual wellness and connection to culture is central to a child’s overall emotional, social, physical and cognitive development. This development is not exclusive to childhood and continues throughout all the stages of a person’s life (childhood, youth, adulthood and seniority).^{footnote 99[99]}

The strength and resiliency of First Nations, Métis and Inuit people are embedded in their language, culture and traditions, and experienced through strong bonds with family, extended family, Elders, Senators, traditional knowledge keepers and the community as a whole.

Supporting this outcome involves:

Understanding and promoting wholistic wellness

Promoting cultural and traditional connections, and promoting the sharing and transmission of Indigenous ways of knowing and being has the power to help Indigenous children and families thrive. Indigenous knowledge teaches that wellness and spirit are inseparable.^{footnote 100[100]} Efforts to support the spiritual development and wellness of First Nations, Métis and Inuit children need to be grounded in cultural connections, cultural experiences, cultural identities, and cultural relationships.

Ensuring access to strengths-based, culturally relevant and responsive programs and services

Supporting wellbeing for First Nations, Métis and Inuit children and families requires routine and regular access to high quality programs and services. These programs and services must be culturally relevant and responsive, accessible and wholistic to promote and strengthen the wellbeing, security, interests and identities of all First Nations, Métis and Inuit children and their families. We know that programs and services that best support Indigenous children and families to thrive are those that demonstrate a commitment to prevention and strengths-based approaches, and that promote connections with community, culture and tradition. Enabling strong communities and Indigenous community-based organizations to deliver programs and services can ensure that the unique interests of those they serve are addressed.

Acknowledging past and present context and inequality

A precursor to wellbeing for Indigenous children and families is acknowledging and appreciating the immense impact of colonization, racism and inequity. Supporting wellbeing, as a result, must acknowledge the systemic inequities Indigenous children and their families face and include supporting them to navigate present-day realities and find balance through cultural and spiritual connections.^{footnote 101[101]}

#20 First Nations, Métis and Inuit children participate in and feel proud of their traditions, languages, cultures and identities

Culture, language and traditions are central to the wellbeing of First Nations, Metis and Inuit peoples. These are the pillars that enable Indigenous children to thrive.

Culture is the part that makes our spirit flourish, grow and evolve into the person we become.

^{footnote 102[102]}

Research has shown that children who feel they belong to a cultural community tend to have higher academic motivation and achievement, fewer mental health problems, and take fewer health risks.^{footnote 103[103]} For Indigenous children, immersing in their culture and participating in traditional activities and practices support the development of pride, identity and spirit, and have far-reaching, lifelong impacts.

There are vast differences across, and within First Nations, Inuit and Métis cultures. Yet many Ontarians do not understand or appreciate these differences. This type of confusion and lack of awareness undermines respect for the diversity of Indigenous cultural identities. It can also undermine a child’s sense of self at a critical time when they are beginning to develop their cultural (or spiritual) identity.

To support healing and reconciliation, all Indigenous children need opportunities to participate in cultural activities in safe and positive ways. They need to feel pride in their cultures, and feel safe, supported and valued in their identities as Indigenous peoples in Ontario. They need opportunities to learn and practice their Indigenous languages, both inside and outside of the school system.

Culture and language are very important. I want them to learn English and French but also Inuktitut. I am proud when they want to share their culture.

Parent interviewed by the Ottawa Inuit Children’s Centre

Supporting this outcome involves:

Enabling Indigenous children to connect to culture in meaningful ways

It is important for First Nations, Métis and Inuit children and families to have culturally safe spaces to learn traditional teachings.^{footnote 104[104]} Children need opportunities to share in and feel proud of how they express themselves through these cultural traditions and practices.^{footnote 105[105]} This is especially important for children who are removed from their families and placed into care outside of their communities, where the threat to their cultural safety is high. More efforts are needed to support traditional knowledge keepers to help children build cultural knowledge and pride.

To live a good life, one should know who they are and where they come from, have access to services and live life not worrying about negative stigma.

Inuk youth

Supporting Indigenous languages to thrive

Language is one of the most tangible symbols of culture and group identity. It is not only a means of communication, but a link which connects children with their past and grounds their social, emotional and spiritual vitality. Language also embodies and imparts cultural beliefs and worldviews. Yet almost 90% of First Nations children under 12 years of age cannot speak their own First Nations language at a fluent or intermediate level.^{footnote 106[106]} We need to work together to support Indigenous peoples to preserve language and pass it on to their children. Language and cultural knowledge can give Indigenous children a strong sense of who they are, which can help them to develop resiliency and support school achievement.^{footnote 107[107]}

The original language is the most expressive communication of the spirit, emotions, thinking, behaviour and actions of the people. Language is the “voice” of the culture and therefore the true and most expressive means for the transmission of the original way of life and way of being in the world.

Elder Jim Dumont, National Native Addictions Partnership Foundation

Collective recognition and celebration of First Nation, Métis and Inuit cultures

Deliberate efforts are needed to debunk stereotypes and reflect First Nation, Métis and Inuit symbols, practices and people through all aspects of life (programs, services, and systems) in Ontario. Examples include:

• more information about Indigenous cultures in curricular and extracurricular learning
• parents, teachers, community leaders, and others talking about the strengths of First Nations, Métis and Inuit communities
• teachers, leaders, parents and others addressing discriminatory language and behaviour when it happens
• relationships with Indigenous peoples should be based on respect, cultural dignity and reconciliation

Helpful resources

Recognizing the importance of supporting cultural learning and development is consistent with the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP). Article 13 of UNDRIP acknowledges the rights of Indigenous peoples to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions and philosophies.^{footnote 108[108]}

#21 First Nations, Métis and Inuit children are engaged in and contribute to their families, communities and cultures

Indigenous children are navigating what it means to be Indigenous in today’s world, and they have a unique voice to bring to the success of their families, communities and cultures. They are also navigating mainstream Canadian culture, popular culture, and social media, and considering future school and career goals. Indigenous children in their middle years may be required to “master” the contradictions of two or more cultures – the mainstream Canadian culture and the traditional culture/s of their ancestors.

Walking this path requires support for Indigenous children to build skills, supportive relationships and confidence to have a voice in decisions that affect them. First Nations, Métis and Inuit children need to feel they are contributing, their voices are heard, and they have opportunities to develop into spiritually, mentally, physically, and emotionally healthy leaders with strong cultural, family and traditional bonds. Children also need support to express themselves and ask for help when needed.

Stop telling our children and youth what they need and start asking them what they need.

Community participant from Six Nations submission for the Ontario Indigenous Children and Youth Strategy

Culture-based education is grounded in traditional knowledge, as shared by Clan Mothers, Elders, Senators, traditional knowledge keepers and faith keepers, and protects the ownership and integrity of traditional knowledge.

I want my kid to be a kid for as long as she can, and I know that she has a better chance for that if she has good friends to do things with.

Parent interviewed by the Ottawa Inuit Children’s Centre

Supporting this outcome involves:

Cultivating young, resilient community leaders

Efforts are needed to support Indigenous children as leaders and contributors to their families, communities, and cultures. To support this, children need opportunities to talk about their experiences, hopes and dreams. They need help to build resilience, self-confidence, problem-solving skills and other life skills that will enable them to thrive and contribute to decision making at home and in their communities.

Providing children with opportunities to practice traditional ways with their families and with Elders

Children need a strong sense of belonging in their family, as well as opportunities to contribute to their family wellbeing, community and culture. This may be to go on the land, learn traditional practices and storytelling, and to participate in social activities with family. It also means opportunities for children and families to learn traditional knowledge and practices and build relationships with Elders, Senators, traditional knowledge keepers and others within the community. Elders, Senators, Clan Mothers and other traditional knowledge keepers are the teachers – they provide guidance, support, knowledge and a window into Indigenous histories.

Supporting Indigenous children to succeed in school

Indigenous children have lower graduation rates than the non-Indigenous population. There are systemic reasons for this – jurisdictional issues, underfunding, history of the residential school system, and discrimination. Indigenous families talk of racism, judgment and lack of support in the education system. Children need after-school homework support, and culturally relevant and responsive opportunities to learn the skills they need to succeed. They need to feel they are safe and supported at school, and that school is where they belong and want to be.

I want them to be able to say ‘I can do this.

Inuit Parent

I teach my children to talk more and to not be afraid to ask for help. Get them to use their voice!

First Nations parent

#22 First Nations, Métis and Inuit families and communities are supported to be self-determining in defining and meeting the needs of their children, families and communities

The wellbeing of First Nation, Métis and Inuit children is grounded in their connection to strong families and communities. Indigenous concepts of family include the recognition that family includes not only parents and siblings, but also the extended family. Elders, Senators, and traditional knowledge keepers are key parts of the broader community. First Nations, Inuit and Métis communities recognize the value that this broad network of kin provides to their children.

Researchers^{footnote 109[109]} note that the history of abuses experienced in residential schools has negatively affected parenting capacity and contributed to the over-representation of Indigenous children in the child welfare system. Misinterpretations of traditional Indigenous ways of parenting may also play a role in children being removed from their homes. Unfortunately, this reflects a lack of cultural competency and safety in the delivery of child welfare services.

A key pillar of the Ontario Indigenous Children and Youth Strategy is that First Nations, Métis, Inuit and urban Indigenous communities and community-based organizations have authority to care for their children and youth. These partners lead the way in defining the needs for their children, families and communities and ways to provide services and supports, as needed.

Supporting this outcome involves:

Supporting families

Reconciliation requires acknowledging the ongoing harm that colonization has had on family wellbeing. The residential school system removed children from nourishing, loving, child-centred families where they were healthy and balanced, placed them in institutions that prohibited their cultural traditions and languages, and left them vulnerable to violence, abuse and isolation. Intergenerational trauma has ongoing impacts to family wellbeing in these communities.

Support for survivors of intergenerational trauma may include mental wellness programs and opportunities to reconnect with lost languages, traditions and teachings. Indigenous families are the experts in knowing what is best for their children, and need support to enable them to define and achieve their own goals.

Valuing Indigenous ways of knowing

Indigenous concepts of childhood and family are deep-rooted in traditional ways of knowing and being. Values and approaches to parenting vary and may look different from those of non-Indigenous families. Understanding and respecting these differences is crucial to supporting Indigenous families. Indigenous knowledge is “connected to all of nature, to its creatures, and to human existence. Knowledge teaches people how to be responsible for their own lives, develops their sense of personal relationships to others, and helps them model competent and respectful behaviour.”^{footnote 110[110]}

Wellbeing of children and families promoted by strengths-based and culturally reflective services

First Nation, Métis and Inuit communities and Indigenous community-based organizations have the capacity to deliver strengths-based and culturally reflective programs and services that serve the interests of children, youth and families. Being able to demonstrate that these programs are having an impact requires organizations to regularly monitor who is accessing the services, evaluate the needs of the children and families, establish goals, and determine the measures of success.

#23 Ontario service providers and governments and Indigenous communities respond to local needs and priorities and are accountable to communities

The Ontario Indigenous Children and Youth Strategy is based on the recognition that in order for First Nations, Métis and Inuit communities to thrive, more work is needed to build lasting relationships that uphold shared accountability, Indigenous decision making and partnership. Improved outcomes through transformed relationships means that service providers and governments support the decision-making authority of First Nations, Métis and Inuit communities in the design, development, delivery and governance of programs and services for Indigenous children and families. Indigenous decision-making authority for programs and services demonstrates a shared commitment to supporting and being accountable to First Nations, Métis, and Inuit communities. The OICYS also recognizes that First Nations, Métis, Inuit and urban Indigenous peoples benefit from services they design and deliver themselves.

The OICYS states that service providers and governments can demonstrate respect for the decision-making authority of First Nations, Métis and Inuit communities by supporting transparent, equitable partnerships. This includes acknowledging shared accountability that is driven by and responsive to local needs and priorities, and a commitment to measuring impacts in ways that are culturally reflective and safe. It means having mechanisms for organizations to be able to evaluate and demonstrate the impact programs and services are having on the outcomes of children and families they serve.

When strong community-based supports are in place to keep families healthy in the first place, far fewer First Nation children and youth will become vulnerable and come into contact with “end of the line” systems like child welfare and youth justice, or experience devastating impacts such as addictions, suicide, or serious violence.^{footnote 111[111]}

Supporting this outcome involves:

Enabling Indigenous communities and organizations to address needs of children and families

First Nation, Métis and Inuit communities and Indigenous community-based organizations are best positioned to understand and address the needs of their children and families. Enabling these communities and organizations to be strong and stable means ensuring they have the capacities, resources and government structures necessary to design, develop, deliver and evaluate their own programs and services. This also means honouring the importance of community decision making.

Shared, mutual accountability of Indigenous and non-Indigenous service providers and governments

To support improved outcomes requires service providers, governments, Indigenous communities and community-based organizations working in partnership to demonstrate how investments in First Nation, Métis and Inuit communities and Indigenous community-based organizations are improving the lives of children, families and communities. We are all mutually accountable to set clear expectations for the outcomes programs are to achieve, and to determine the measures that will be used to evaluate impact. Any assessment of impact must be culturally relevant and responsive, and designed in partnership with Indigenous partners.

Partnership building between non-Indigenous service providers and Indigenous communities

Supporting the wellbeing of Indigenous children requires that all programs and services that they access are designed and delivered in culturally responsive ways. This means non-Indigenous service providers engage with Indigenous communities and organizations to determine culturally responsive and appropriate ways of delivering services. It means service providers and governments work with Indigenous communities and community-based organizations to build respectful and collaborative relationships at the local level. This is a key step in achieving the kind of transformed relationships required for reconciliation, and will help us collectively improve outcomes for Indigenous children and families.

Spotlight: Helping Indigenous children thrive

The Akwe:go and Akwe:go High-Risk Urban Aboriginal Children’s Programs were developed by the Ontario Federation of Indigenous Friendship Centres (OFIFC) in 2005 when a need was identified for programming for at-risk and high-risk Aboriginal children between the ages of 7-12. Traditional cultural teachings and values are the guiding principles for client-based programming and individualized one-to-one supports that encourage healthy lifestyle choices. The programs are funded by the Ministry of Children and Youth Services and delivered by the OFIFC. The stories that follow are from Akwe:go program workers.

I am writing about a participant who is successfully becoming a young man. He loves to be part of the First Nations Gatherings and Powwows. I see his excitement in being part of the Akwe:go programming. He always wants to learn and to help with program set up and delivery. He expresses his grass dance with pride. He isn’t shy to show his Ojibway roots. This fine young man will be a great helper one day, in every way.

During the school year, I taught the “Walking the Path” program at one of the local schools. This included educating the children about the traumas of the residential schools. Later on, during the summer, five children were brought to Horseshoe Lake for several nights of camping. It was at this time, while talking around the campfire, that one of the children shared his experience. He had gone to his grandmother and told her what he had learned during the “Walking the Path” program, and wanted to understand what it was that she had experienced. His grandmother told him many stories, and some were painful to hear. His story not only moved the program workers, but it was apparent that the other campers were interested and they soon began sharing their own family stories in relation to residential schools. I am extremely proud of this young man for his kindness in listening to his grandmother, and for his bravery in sharing with others.

During our cultural sewing circle, clients and participants were able to make these pillows with very little outside help. They worked countless hours cutting, measuring, and hand-sewing their Oopik (owl) and Tiriganiaq (fox). This was the first major sewing project that they had completed and they were so proud of themselves. Once the pillows were completed, you could see them being carried around and used in the classrooms and the children showing them off to their teachers.

Spotlight: Programs for Indigenous children, youth and families

Ontario supports Indigenous children and youth through services and programs. Together with Indigenous communities, we are also building the Ontario Indigenous Children and Youth Strategy to improve services to meet the needs of Indigenous children and youth.

Education

• Aboriginal institutes: Are you an Aboriginal student? Find out more about resources and opportunities for study in Ontario.
• Education strategy: Learning support for Indigenous students and resources for raising awareness about First Nation, Métis and Inuit cultures in Ontario classrooms.
• Post-secondary education and training policy: The complete policy on Aboriginal post-secondary education and training including background, goals and measurements for success.

Skills and economic development

• Youth jobs programs: Answer a few simple questions to find out what jobs, skills training and entrepreneurship supports may be available to you.
• Youth work exchange: Are you an Indigenous youth looking to gain valuable work experience? Apply for a summer work placement.
• Summer jobs for Indigenous youth: How First Nations youth aged 16 to 18 can apply for a summer job working on forestry projects in Northern Ontario.
• Funding for Indigenous economic development: How Indigenous peoples can get support for business, employment and training opportunities.
• Aboriginal law summer program: Summer work opportunities for first and second year law students interested in Aboriginal law and policy issues.
• Northern Ontario internship program: Provides recent graduates who are interested in launching and building their careers in Northern Ontario access to internships.
• Reading, writing, math and computer skills: Improve your reading, writing, math and computer skills online.

Health and home

• Healthy babies and children: Helping children get a healthy start in life in ways that honour and respect Indigenous culture and beliefs.
• Health and wellness strategy: Learn more about how we promote health and healing among Indigenous people.
• Off-reserve housing: Affordable housing options for families living off-reserve.