Focusing on middle childhood

The importance of the middle years

The middle years (ages 6–12) are a developmental turning point and a critical period of transitions from early childhood to the teen years.

Period of development and change

Middle years children are exploring who they are and who they want to be. They are learning skills and health habits, grappling with the physical changes and social and emotional impacts that come with puberty, and exploring their concept of self and spirit. They are growing into their own intersecting identities – including social identities (cultural, racial, ethnicity, gender expression, gender identity) and personal identities (preferences, values, beliefs, abilities). Children at this stage are deepening their understanding of interpersonal relationships, building the foundations of healthy romantic relationships and taking their first steps toward independence. It is also a time when early indicators of mental health, behavioural and learning challenges emerge – these are often known as the “seven years of warning”^{footnote 1[1]} – when early interventions can make a big impact on long-term outcomes.

Wellbeing for children cuts across all the domains of development – emotional, social, cognitive, physical and communication – as well as spiritual development and a child’s sense of self. Success in one area is related to success in others. The social, cultural, geographic and economic context in which children grow up heavily influences their experiences and can affect their long-term outcomes. Wellbeing is a wholistic and all-encompassing concept, and this is particularly important for Indigenous children where wellbeing is grounded in cultural identity, and the wellbeing of family, extended family and community.

Positive interactions and experiences in middle childhood build a foundation for the future. There are many opportunities during middle childhood to foster a love of learning, build a strong sense of self-identity, establish healthy relationships, connect with culture, nature and community and establish healthy, active habits, all of which can have a lifelong impact.

Families matter

Healthy, thriving families are fundamentally important to healthy, happy, thriving children. Strong and stable families support child wellbeing, and research shows that family involvement significantly improves a child’s resilience and long-term outcomes. The experiences that middle years children share with their parents, caregivers, siblings, extended and chosen families have an enormous impact on what and how they learn, and the way they see themselves and the world. We also know that stable, consistent and nurturing relationships are vital to supporting optimal mental health in middle childhood.^{footnote 2[2]}

All families want the best for their children. Parents and caregivers across Ontario work extremely hard to support their children and ensure they have what they need to succeed. However, some may not have all the supports and options they need to help their children reach their full potential. Some families are struggling to make ends meet while trying to provide quality after school child care, summer child care, and recreational activities, and other supports to benefit their children. We also know that lone-parent households may have additional challenges, in particular lone-parent households headed by women.

Families are the experts on their children’s strengths and needs. Improving supports and services for middle years children and their families involves asking parents what they need, and developing policies and designing programs to help them achieve their goals.

Working together to support middle years children to thrive

The evidence is clear – it is critical that middle years children and their families receive the support that they need to thrive. Children who have healthy, supportive experiences in their middle years are better prepared to develop into healthy, happy, hopeful and thriving young adults. Children who are not supported during their middle years are at increased risk for long-term physical, mental health and behavioural challenges, as well as poorer life outcomes. The Ontario government recognizes the importance of middle childhood, and the need for a common vision and framework to drive action and supports for middle years children and their families.

People and organizations throughout Ontario are working to contribute positively to the lives of children, and many are helping to change lives and build future leaders. Yet more can be done to drive collaborations, align priorities, equip leaders, and engage families around a common set of outcomes.

To support middle years children and their families, and to harness the efforts of those who are already supporting them, Gearing Up: A Strategic Framework to Help Ontario Middle Years Children Thrive will guide, focus and maximize support for middle years children and their families throughout the province.

Some of the actions the government will take to support middle years children are outlined below.

Focus on the needs of marginalized children and families

Through Gearing Up, we will ensure that meeting the needs of marginalized children and their families are priorities in supporting middle years children to thrive.

Mobilize evidence

Gearing Up is based on up-to-date evidence about middle child development. It reflects the voices of diverse communities, families and child advocates across the province, who already recognize the importance of middle childhood in shaping long-term outcomes for youth and young adults. We will gather this research and knowledge so that those who play a role in children’s lives have access to the tools they need to understand what’s happening developmentally in middle years children, and how to support them as they transition to the teen years.

Embed family-centred approaches

Family-centred approaches promote the active engagement of parents/caregivers through access to resources and support, informed decision making and the delivery of flexible and responsive service based on family priorities, strengths and needs.^{footnote 3[3]}

Through Gearing Up, we are creating the conditions in which families are better able to support their children to thrive. It recognizes the important role of families and lays out the steps we will take to embed a strengths-based, family-centred approach in program design and delivery.

Drive alignment and collaboration

Gearing Up lays the groundwork for an integrated and coordinated approach to the planning and delivery of services and programs for children ages 6–12 and their families. It builds on significant efforts across Ontario to address systemic barriers and improve outcomes for children and families. For example, it builds on Ontario’s Anti-Racism Strategic Plan by recognizing systemic racism and addressing it head on. It also recognizes the work being done through Ontario’s Special Needs Strategy to provide services for children with disabilities and special needs in a more family-centred manner.

Establish a common set of outcomes, goals and indicators

Gearing Up drives action toward a common set of evidence-based, wholistic, long-term and aspirational outcomes for children and families. It takes a bold step forward to map a first-of-its-kind, cross-sector, made in Ontario vision for children. Gearing Up joins with Ontario’s Renewed Early Years and Child Care Policy Framework and the Ontario youth strategy, Stepping Up: A Strategic Framework to Help Ontario’s Youth Succeed, to form a complete, cross-sector, life-course policy framework to support the wellbeing of children and youth in Ontario.

Catalyze leadership

Gearing Up is a vehicle to catalyze or increase leadership, kick-start innovation and drive collaborations across governments, communities, and the philanthropic sector in order to expand and coordinate efforts to improve the wellbeing of children, families and communities.

Middle years children in Ontario today

Ontario is home to more than one million children ages 6–12. This number is expected to increase to 1.26 million in the next 20 years.^{footnote 4[4]} Middle years children in Ontario today are culturally, spiritually, linguistically, racially, ethnically and geographically diverse. Approximately 4% of children under the age of 14 across Ontario have disabilities or special needs. Close to 6% of the middle years population is enrolled in a French-language school.^{footnote 5[5]}

Some middle years children have ancestral connections to the land. Some were born in Ontario, some have migrated, and some have come as refugees. Some children practice their faith in places of worship such as temples, synagogues, churches, gurdwaras, and mosques; they engage their spirituality in forests, fields and in their homes and centres. For some, their faith is reflected in their manner of dress, the symbols they carry, their lived experiences, or in their silent prayers. Some children do not follow any faith at all. Middle years children speak many languages, and possess their own unique talents and skills.

Many families face challenges and pressure points. Families in Ontario include parents who work out of the home, some at multiple jobs or in precarious or unstable employment, and some are lone-parent households with added pressures. Finding quality time together can be hard and trying to afford the cost of recreational activities, as well as summer and after-school care, can cause stress and anxiety for many families. Other challenges include food insecurity and access to adequate transportation and stable housing. Many families also face barriers, bias and discrimination, including racism and heterosexism. All of these factors influence the wellbeing of families.

Middle years children are highly connected and digital. They learn and use technology and social media in more frequent and embedded ways than ever before, and this is changing the way they develop, learn, relate to others, and think about the world. While this brings many new opportunities, many parents and caregivers are struggling to guide their children through these new realities, including how best to establish appropriate limits and guidance around technology use in the home.

Support for those that need it

Our vision is that all children in Ontario are happy, healthy, hopeful and well. However, we know that many children have unique circumstances and specific needs, and face multiple and complex barriers that affect their wellbeing. Some children need more targeted supports to ensure they have the same opportunities to succeed, and government and communities need to do more to reduce barriers and help all children to thrive. These children include:

First Nations, Métis and Inuit: Indigenous children and their families are very diverse. First Nations, Métis and Inuit communities across Ontario each have distinct cultures, histories and experiences. The Indigenous population is younger than the non-Indigenous population: about 33% of the Indigenous population in Ontario consists of children and teenagers ages 19 and under, compared with 23.8% for the non-Indigenous population. The Indigenous population in Ontario is also growing faster than the overall population.^{footnote 11[11]}

Indigenous children in Ontario face complex challenges due to the historic and ongoing trauma caused by colonialism and residential schools, which have resulted in high rates of poverty, poor housing, and barriers to education and cultural learning. For example, Indigenous children in the middle years are more likely to be overweight,^{footnote 12[12]} have a long-term health problem,^{footnote 13[13]} live in a family without either of their parents, live in a lone-parent family,^{footnote 14[14]} or live in homes that are overcrowded or in need of major repairs.^{footnote 15[15]}Indigenous young people report lower levels of wellbeing and are at greater risk for health problems, depression, anxiety, suicide, substance use and lower educational achievement.^{footnote 16[16]}

Racialized: The experience of racialized communities is diverse, and the breadth of lived experiences needs to be recognized. We know that racialized children face challenges with racism, marginalization, education setbacks, and social and cultural isolation that can have a negative impact on their development. Racialized/visible minority children 14 and under are more likely to live in families with low income (25%) than their non-visible minority peers (14%).^{footnote 17[17]} They are also more likely to experience discrimination in their daily lives.

Newcomers: Immigrant, refugee and first generation children have unique needs and experiences as they navigate and adapt to a new culture and environment in Canada. These families are also more likely to be living far away from larger, and more rooted family and social networks. There can be a significant range in the social and economic position of newcomer families. Children who are new to Canada may speak English or French as a second language, may have past experiences with trauma, and may have extra responsibilities at home as they support their parents in navigating systems and services in their communities.

LGBTQ2S: Starting in the middle years and continuing into the teen years and beyond, many young Ontarians are beginning to contemplate their gender identity and/or their sexual orientation, and may begin identifying as lesbian, gay, bisexual, transgender, queer or two-spirited (LGBTQ2S). We know that LGBTQ2S students are more likely to experience discrimination, verbal assault and physical violence than their peers. Almost two-thirds (65%) of educators working with students in the middle years reported awareness of incidents of exclusion and harassment based on sexual orientation and gender identity.^{footnote 18[18]} We also know that LGBTQ2S young people are more likely to face challenges with mental health, substance use and homelessness.

Francophone: Francophone children in Ontario face challenges in building a cultural and linguistic identity, and belonging within a diverse Francophone community. Almost 6% of middle years students are enrolled in French-language schools throughout Ontario and almost 3% report having French spoken as one of the main languages at home.^{footnote 19[19]} French reading and media use has been shown to decrease with age through the middle years.^{footnote 20[20]}

Children with disabilities or special needs: Many children in Ontario have disabilities or special needs which cut across one or more domains including physical, cognitive, emotional, social and/or communication.^{footnote 21[21]} These include communication disorders, physical disabilities, mental health challenges, behavioural issues, acquired brain injuries, developmental disabilities, Down syndrome, cerebral palsy, spina bifida, Autism Spectrum Disorder (ASD), learning disabilities, Fetal Alcohol Spectrum Disorder (FASD) and chronic and/or long-term medical conditions.

Many children with disabilities or special needs face barriers and challenges relating to accessibility and social inclusion. These young people may be more vulnerable to abuse and bullying and living in poverty. Children with disabilities are less likely to participate in recreational activities than those who do not have disabilities.^{footnote 22[22]} Additionally, parents of middle years children with disabilities or special needs often need extra support to manage daily activities, child care and other family responsibilities. Two-thirds of parents surveyed reported these needs as unmet.^{footnote 23[23]}

Living in families facing socio-economic pressures and precarious situations: In 2011, almost 14% of middle years children were reported as living in families with low income. We know that lone parent families, in particular lone-mother led families, are facing particular barriers with 43% of people living in lone-mother families living below the poverty line. Approximately 20% of middle years children live in lone-parent households, and 85% of these lone-parent households are headed by women.^{footnote 24[24]} Evidence shows that children living in poverty are at an increased risk for a wide range of physical, behavioural and emotional problems. The chronic stress associated with living in poverty can also adversely impact a child's cognitive development, memory, concentration and ability to learn.^{footnote 25[25]} Children living in low-income families and neighbourhoods are much more likely to be overweight,^{footnote 26[26]} and much less likely to participate in recreational and extracurricular activities.^{footnote 27[27]}

In addition, families may be facing other pressures and situations that put them and their children at increased risk, including substance use, mental health challenges, domestic violence and family breakdown.

Living in care: In 2012–13, the average number of children in the care of children’s aid societies was 17,273, including 7,552 Crown wards and 1,304 children in formal Customary Care.^{footnote 28[28]} We know that some groups of children are over-represented in the child welfare system, including Indigenous and Black children. First Nations, Métis and Inuit children under the age of 15 represent three% of the provincial population, but more than 21% of all children in the care of children’s aid societies are Indigenous.^{footnote 29[29]} Compared to white children, Black children in Ontario are also more likely to be investigated and taken into care as part of the child welfare system.^{footnote 30[30]}

82% of children in care have diagnosed special needs. Children in care have a high school graduation rate of 46% compared to their peers who, in 2015–16, had an 86.5% graduation rate.^{footnote 31[31]}

Living in rural, remote and Northern communities: Middle years children and families who live in rural and remote communities may face additional difficulties in accessing education, recreation, health and social services, due to distance and transportation options. Access to fresh and nutritious food may also be limited in some remote locations, and families may live far from one another, impacting opportunities for day-to-day connection with neighbours and friends.

Gender diversity: Gender stereotypes begin to appear in the middle years, and this is also a prime developmental period to build the confidence, critical thinking and perseverance needed to address sexism, transphobia and gender bias throughout the life course. During this period, children may also be subjected to “gender policing,” pressure to conform to traditional gender expectations and roles, and criticism and bullying if their gender expression falls outside of them. Many disparities also exist between girls and boys. It is important to empower children to explore a range of different learning and subject areas, activities and hobbies without a gender bias.

Supporting Indigenous children and families in Ontario

First Nations, Métis and Inuit children and families in Ontario face unique challenges due to the trauma caused by colonialism. Government policies disrupted cultural practices and family relationships, and have resulted in deep-seated structural and systemic inequities. The impacts of these inequities can be seen in poor health and social outcomes experienced by many Indigenous children and families in Ontario.

The Truth and Reconciliation Commission’s Final Report demonstrated the immense and prolonged impact that the residential school system has had on Indigenous people.^{footnote 32[32]} We recognize that this system was a manifestation of policies and programs driven by colonialism and racism,^{footnote 33[33]} and that its impacts on the wellbeing of First Nations, Métis and Inuit children in Ontario are lasting.

All young people need to know who they are and from where they come. Aboriginal children and youth, searching for their own identities and places of belonging, need to know and take pride in their Indigenous roots. They need to know the answers to some very basic questions. Who are my people? What is our history? How are we unique? Where do I belong?

Truth and Reconciliation Commission Final Report, 2015

The tragedy of the colonial legacy is that “too many children are not growing up well in all the domains of healthy development, too many are removed from their families, and too many are not getting the opportunities they deserve to reach their full potential.” (Chiefs of Ontario)^{footnote 34[34]}

Many First Nations, Métis and Inuit children, families and communities are facing real challenges – poverty, lack of access to safe water and housing, high rates of youth suicide, barriers to good nutrition and health, and over-representation in the child welfare and justice systems.

We also know that these communities across Ontario are places of hope, strength, wisdom and care for children and families. Families and communities are drawing on multigenerational knowledge about wellbeing and practising “everyday good living” by striving to balance all aspects of life: the physical, mental, emotional and spiritual.^{footnote 35[35]}

It is crucial for the wellbeing of Indigenous children, families and communities to preserve and promote the culture and identity of Indigenous children.

To support healing and reconciliation, Gearing Up includes a dedicated section for ways to support First Nations, Métis and Inuit children, families and communities to thrive

Ontario Indigenous Children and Youth Strategy

Gearing Up builds on the vision, principles and pillars established within the Ontario Indigenous Children and Youth Strategy (OICYS).

Vision

First Nations, Métis, Inuit and urban Indigenous children and youth are healthy, happy, resilient, grounded in their cultures and languages and thriving as individuals and as members of their families and Nations or communities.

Guiding principles

• children and youth centred
• culture and identity as foundational
• respect rights and jurisdictional aspirations
• co-development and partnership
• outcomes focus
• responsive to youth voice
• flexibility
• shared accountability
• reconciliation (acknowledge the past, act now and look to the future)

Pillars

First Nations jurisdiction and control / Métis, Inuit and urban Indigenous control

First Nations, Métis, Inuit and urban Indigenous communities and organizations have authority to care for their children and youth.

Prevention, culture and opportunities

First Nations, Métis, Inuit and urban Indigenous children and youth have access to preventive services focused on well-being, culture and opportunities.

Coordinated and responsive circle of care

The child and youth service workforce is equipped to provide high quality, integrated and culturally appropriate services.

Monitoring, evaluation and shared accountability

Progress is tracked through culturally and contextually appropriate monitoring and evaluation approaches.

Transformed relationships and collaborative, holistic action

Systemic change through collaborative action and transformed relationships with First Nations, Métis, Inuit and urban Indigenous partners.

The OICYS is a long-term strategic framework approved through co-development in 2015 by the Government of Ontario and First Nations, Métis, Inuit and urban Indigenous partners across Ontario.

Central to the OICYS is a commitment to fundamental structural changes, beyond improvements to individual programs or services, that allow Indigenous communities to take the lead in the care of their children, and that enable the delivery of wholistic and culturally grounded services. A core pillar of the OICYS is systemic change through collaborative action and transformed relationships with First Nations, Métis, Inuit and urban Indigenous partners.

Aboriginal people and organizations must design, deliver and evaluate services for our people, and this must be facilitated through mechanisms that are cooperative and collaborative.

Ontario Federation of Indigenous Friendship Centres, Ontario Native Women’s Association, and the Métis Nation of Ontario Collaborative Submission Regarding a Provincial Indigenous Children & Youth Strategy

Gearing Up upholds the pillars of the OICYS and recognizes and respects the cultures and worldviews of Indigenous people, as well as Indigenous approaches to raising children. It recognizes that to support improved outcomes for Indigenous children and families requires a transformation in the way that services are governed, designed, delivered and evaluated.

Supporting Indigenous children to thrive

In response to the Truth and Reconciliation Commission’s report and recommended actions, the Ontario government is moving ahead in supporting reconciliation, transformed relationships and improved outcomes for Indigenous children and families.

Identifying distinct Indigenous goals and outcomes in the Ontario Middle Years Strategy is meant to acknowledge the distinct rights and responsibilities that Ontario has towards Indigenous peoples and their communities, and to recognize the impact of colonialism and the need for governments to come together to support reconciliation.

It is important to continue rebuilding Indigenous cultures; the future generation of Indigenous youth depends on it. Being able to self-identify as an Indigenous person is a powerful feeling.

Indigenous youth engaged in the development of Ontario Indigenous Children and Youth Strategy

Ontario worked collaboratively with First Nations, Métis, Inuit and urban Indigenous partners to develop this specific section of Gearing Up. The priority outcomes outlined in Gearing Up are based on the OICYS outcomes, co-developed with Indigenous partners. The ways to support outcomes for First Nations, Métis and Inuit children and families was informed through discussions and papers submitted by partners, as well as other expert research.

The other six goals and 18 outcomes outlined in Gearing Up are also relevant to supporting Indigenous child and family wellbeing.

Many First Nations in Ontario have experienced first-hand that our people have better wellbeing when they feel their voices are heard, when they have meaningful control over their own futures, and when they spend time on the land and keep connected to who they are. Many First Nations wish to pursue both Western and traditional approaches to health, education and overall wellbeing. Both approaches can be complementary, and in today’s world, both are often absolutely essential for achieving successful, effective services that meet the real needs of First Nations children, youth and families.

Chiefs of Ontario^{footnote 36[36]}