Seeking equity for mental health in public education in Ontario: a critical discourse analysis of four policy documents
Bibliographic record
Abstract
Through the use of critical discourse analysis (CDA), this research study conducts a comparative policy analysis which deconstructs the implicit and explicit policy components representing children‘s mental health in the revised Health and Physical Education Curriculum (2010), Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy (2009), Ideas and Shared Practices: Foundations for a Healthy School (2006), and Caring and Safe Schools in Ontario: Supporting students with special education needs through progressive discipline, kindergarten to grade 12 (2010). Underlying assumptions and contradictions regarding children‘s mental health in these policy documents are identified. Findings indicate that mental health remains misunderstood, poorly represented, and highly stigmatized in Ministry of Education policy documents, and that neither separately, nor together, are these policies sufficiently able to educate and address the reality of mental health challenges and mental illness among children.
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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 | 0.026 | 0.047 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.006 | 0.011 |
| Science and technology studies | 0.030 | 0.023 |
| Scholarly communication | 0.012 | 0.005 |
| Open science | 0.002 | 0.007 |
| 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".