Safe Caring and Inclusive School Survey Results
All school boards in Ontario are required to seek feedback from students using school climate surveys. The Education Act states these should occur at least once every two years. The WRDSB uses the Middle Years Development Instrument (MDI) as our Safe Caring and Inclusive School (SCIS) survey. The MDI is a voluntary, self-reporting questionnaire. It asks children in Grade 4 through 12 about their thoughts, feelings and experiences in school and in the community.
The MDI uses a strength-based approach to assess five areas of development. They are strongly linked to well-being, health and academic achievement. These areas are:
- Social and Emotional Development
- Physical Health and Well-being
- Connectedness
- Use of After School Time
- School Experiences
What the MDI Survey Tells Us about Students
Research shows that experiences students have in their middle years has lasting impacts on their development. The MDI survey provides valuable information about students’ strengths and needs inside and outside of school.
However, the MDI survey is not intended to be used to compare individual students, schools or classrooms. The overall goal is to better understand students’ thoughts, feelings and experiences so that we can support their academic achievement and well-being.
Learn more about the MDI.
Results
The responses to the MDI are voluntary and anonymous, and students have the option to skip questions. Only aggregate data is published in order to protect the confidentiality and privacy of students.
View results from across the Waterloo Region District School Board (WRDSB).
For specific board-wide demographic census data, refer to the WRDSB Student Census.
Data Informed Decision Making and Promoting Students' Overall Well-being
We understand that student well-being has a direct impact on their ability to be academically successful. The WRDSB engages in multiple strategies in support of students’ mental health and well-being. This includes increasing the capacity of administrators, educators and staff in topic areas such as:
- Mental health literacy
- Mentally healthy classrooms
We're not alone in the work of supporting student well-being. Community engagement supports are available to students, families and caregivers. Together, these provide wraparound support for students within and outside of the classroom. These supports include the:
- System Navigators
- Black graduation coach
- Social workers with an Indigenous focus
- Community engagement tables
- Community partnerships to support student mental health and well-being
- Free period products in all schools
- Partnerships in support of student nutrition
We also engaged in a campaign across the WRDSB to address mental health. It continues to de-stigmatize and promote honest and open conversations about mental health and well-being. WRDSB continues to provide professional learning for administrators and educators. This includes a focus on trauma-informed practices. We know that for students to feel a strong sense of well-being and belonging at school, they need to feel:
- Welcomed
- Supported
- Seen
We promote safe and healthy school environments through:
- Student Affinity Groups
- GSAs
- Student well-being teams
These efforts support students and families in promoting positive and affirming student well-being.
Supporting and improving student well-being is at the core of our work and lies at the heart of our plans. This includes our:
- Strategic Plan and Strategic Directions
- Board Improvement and Equity Plan (BIEP)
- Math Achievement Action Plan
- Structured Literacy Multi-Year Plan
Read more about what we are doing to support student mental health and well-being.
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