May. 04, 2026
It's mental health week! At the CBE, we are committed to a culture of well-being where all students and employees thrive. Well-being is a priority of the Board of Trustees and is one of three core goals in
CBE's 2024–2027 Education Plan.
Student well-being is intentionally supported every day, in classrooms, schools and across the system. The goal is for students to feel safe, supported, and ready to learn. Well‑being is built into everyday classroom routines, teaching practices, and school plans — so support is part of the learning experience, not an add‑on.
Supporting Students Through A Tiered Approach
CBE uses a tiered system of support that helps schools respond to students' needs at different moments in time. This approach helps ensure students receive the right support at the right time.
Universal supports are for all students through a whole school approach. This focuses on prevention, social‑emotional skill development and creating school cultures where students feel safe, connected and capable. In every classroom, students are supported through a whole‑school approach that builds belonging, safety, and inclusion. Teachers intentionally include student voice by inviting feedback, encouraging choice, and teaching social‑emotional skills such as self‑regulation, communication, and collaboration.
Targeted supports help some students who can benefit from additional, short‑term support. This could include small‑group or classroom‑based interventions led by teachers and supported by school staff. In these settings, students are given more opportunities to share their perspectives, reflect on their needs, and practice skills such as managing emotions and problem‑solving. These supports are designed to respond to specific needs while still keeping students connected to their regular classroom experience.
Individualized supports are for a few students who need more specialized or intensive assistance. For students with complex or persistent needs, they can be supported through highly tailored plans for their unique needs. These students often require formal planning, such as Individualized Program Plans, Student Support Plans or Behaviour and Safety Plans, along with enhanced assessment and coordination across services. Students work closely with staff and health professionals to identify early signs of dysregulation and create personalized strategies they can use in the moment. This individualized planning helps students build self‑control, confidence, and well‑being while supporting their success at school.
A key principle of this approach is that supports are tiered, not students. As needs change, students can move easily between levels of support. Strong universal supports in every school help reduce the need for more intensive support and contribute to positive, caring school communities.
All CBE schools use universal well‑being supports, and additional targeted or individualized supports are in place where needs are greatest. One example of how this works in practice is at McKenzie Lake School, where the FOCUS sequence supports students across all levels — helping build skills everyone can use, while also offering extra support when students need it.
