Reclaiming Student Voices on School-based, Mental Health Impacts: Youth Reflections, Lived Experiences and Recommendations for Transforming Ontario Secondary Schools
Bibliographic record
Abstract
In recent years, student mental health has gained considerable attention in Ontarios secondary schools. While the voices of students are central to the discussion about school-based mental health impacts, they are often undervalued or missing altogether in academic and policy literature on the topic. This phenomenological study reclaims and thematically analyzes the reflections of 11 youth participants on the cultural features of their Ontario public secondary school that impacted their mental health. The critical and conceptual theories of Michel Foucault (1988), Paulo Freire (2000), and Corey Keyes (2002) inform this dissertations theoretical framework. Three main findings were revealed in this study: (1) a gendered and stigma-laden culture of silence had a significant mental health impact on the youth in their secondary school; (2) the youth identified a number of supportive and unsupportive educational practices as impactful; and, (3) peer relationships were also shown to be supportive and unsupportive features with mental health impact for the youth, with an emphasis on bullying and peer-support groups. The youth recommendations presented in this study have profound implications for how to best support the mental health of secondary-school-aged youth in Ontario moving forward.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.024 | 0.019 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".