Mental health literacy in Nova Scotia’s education system: 15 years after the evergreen framework
Bibliographic record
Abstract
This study examined the current state of mental health literacy (MHL)-related educator training, certification, and policy in Nova Scotia, Canada. It addressed three research questions: (i) How has Nova Scotia's educational policy landscape responded to the Evergreen Framework's (EF's) strategic directions? (ii) What are the strengths and gaps in current MHL-related policies? (iii) What sources of MHL training are available to preservice educators through Bachelor of Education (B.Ed.) and early childhood education (ECE) programs and to in-service educators through Master of Education (M.Ed.) programs and professional development (PD). A deductive content analysis was used to evaluate the alignment of provincial policies with the EF. An environmental scan and systematic analysis were conducted across ECE, B.Ed., and M.Ed. programs, as well as PD offerings and curriculum content. Findings indicate that while aspects of MHL are embedded within inclusive education policies and select course offerings, explicit training in MHL is limited and inconsistently implemented. PD opportunities and regional education center resources vary widely, and MHL competencies are not mandated for certification. The study provides recommendations for policy and training reform.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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; both teacher heads agree on what is shown here.
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".