Abstract
Objective:
To establish the feasibility and short-term impact of implementing a novel curriculum in a linguistically and geographically isolated francophone community to enhance elementary schoolchildren's (Grades 1 to 7; n = 158) knowledge and attitudes regarding mental health.
Methods:
The project team developed a curriculum that covered expected emotional development, depression, anxiety disorders, and attention-deficit hyperactivity disorder to be delivered by the school's usual teachers. Committee members led focused discussions (Grades 1 to 7) and administered evaluation questionnaires (Grades 4 to 7) surveying students' knowledge and attitudes before and after implementation.
Results:
Teachers were enthusiastic about the project. Parents were initially skeptical, but post hoc interventions by school staff secured participation consent for 98% of the students. Baseline data (Grades 4 to 7) revealed little knowledge and some negative attitudes regarding mental illnesses; postprogram data indicated improved knowledge and suggested improved attitudes.
Conclusions:
The project was made feasible by the high degree of involvement of local community members. Children's (Grades 4 to 7) mental health awareness and understanding was enhanced by the curriculum. Effects on help-seeking behaviour and case identification have yet to be assessed.