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Born out of 23+ years of experience working with young people to empower them to be agents of change, WE’s youth programs create a generation of active citizens who care and contribute to communities at home and abroad. We provide youth with the information, tools and support to make pro-social choices and become part of a movement aimed at systemic world-change.
As North America’s largest youth-serving organization, reaching over 3.8 million youth in 16,000 schools across North America and the UK, and inspiring tens of thousands of youth through annual, large-scale youth empowerment events, WE is well-positioned to bring this program into classrooms.
We surveyed educators who we work with every day through our WE Schools programming, and they identified a need for tools and resources to help address this important topic and support educators in bringing a conversation on well-being to their classrooms.
WE Well-being serves youth and educators from grades K–12, as well as college and university students. Developed in collaboration with leading mental health professionals, our education modules are designed to bring well-being through service-learning into the classroom, increase mental health literacy and improve educators’ capacity to support students. Our WE Schools programming includes:
Promoting mental well-being in schools through:
WE Well-being aims to foster knowledge, competencies and positive human qualities through experiential service-learning to promote social, emotional, physical and mental well-being in children, youth and educators.
This unique resource, combined with professional learning sessions, empowers educators and youth to take action to care for themselves and their local and global communities. Our primary objective is to promote well-being by increasing internal (i.e., self-regulation) and external (i.e., positive relationships) protective factors by decreasing risk factors (i.e., stigma) for mental health challenges.
WE Well-being provides a variety of youth programs, supporting youth in building skills and understanding in order to promote their own well-being and the well-being of others. These include:
Our unique module series launched in Fall 2018 through an exciting pilot program. Through the support of our educational partners, we are delivering the mental well-being test pilot with 100 educators across Canada and select areas in the U.S. in elementary and secondary classrooms.
Each educator participating in the pilot program will:
a. Promoting positive, inclusive safe and caring environments and relationships b. Fostering resiliency, celebrating diversity and reducing stigma c. Increasing knowledge, skills and positive human qualities that promote well-being
To promote emotional, social, physical and mental well-being for schools, families and communities. We do not provide crisis support or treatment. We do increase awareness and increase access to strategic partners that specialize in mental health intervention services.
An award-winning television producer and interviewer, Maria has moderated many events featuring widely recognized leaders, including the Dalai Lama. Maria holds a M.Ed. with an emphasis on Social and Emotional Learning and is an Adjunct Professor in the Faculty of Medicine at UBC.
Sun Life Financial Chair in Adolescent Mental Health and Director of the World Health Organization Collaborating Centre in Mental Health Policy and Training at Dalhousie University, Dr. Stan Kutcher is a renowned expert in adolescent mental health and a leader in mental health research.
Primary Author, WE Well-being Primary author for the Hawn Foundation’s MindUPTM program (www.mindup.org) and Committee for Children’s Mind Yeti mindfulness-based digital application (www.mindyeti.com), Molly Stewart Lawlor, M.A., Ph.D. candidate, has expertise in social and emotional development throughout childhood and adolescence. Her research includes the investigation of mindfulness and psychological adjustment in children and adolescents, and evaluations of social-emotional learning programs for children and adolescents in school settings. Molly has expertise in program development, specifically social emotional learning (SEL) programming and mindfulness-based curricula. She is the Director of Education and Research for Playing Forward, and developer of the Taxi Dog Social Emotional Learning Program (http://taxidogedu.org).
Safe Schools Coordinator in Coquitlam, BC, Marna MacMillan is a leader in social and emotional learning, curriculum and safe schools. A teacher for the past 28 years, she coordinates implementation of both the Grade 4 and 7 Middle Years Development Instrument (MDI), a self-report questionnaire completed by children in Grades 4 and 7 that asks them how they think and feel about their experience both in and outside of school. Questions relate to areas of development that are strongly linked to well-being, health and academic achievement.
Leysa Cerswell Kielburger is a community-based mental health care advocate and doctoral candidate in clinical psychology. Leysa is the Partnership Lead of Community Programs at the Centre for Mindfulness Studies, as well as an advisor to the WE Well-being program. Leysa focuses on building integrative mental health care networks in Parkdale and Regent Park in Toronto; the development and evaluation of culturally adapted mindfulness-based interventions; and training students, educators, and health care workers in North America, Southeast Asia and East Africa.
Lisa Pedrini has worked at HELP (Human Early Learning Partnership) as a National Scale-Out Project Manager. There, she helped launch the Middle Years Development Instrument (MDI)—a self-report questionnaire completed by children in Grades 4 and 7 that asks them how they think and feel about their experience both in and outside of school—in Canada. Questions relate to areas of development that are strongly linked to well-being, health and academic achievement. Lisa has also held various roles in education, most recently as the Manager for Social Responsibility and Diversity for the Vancouver School District.