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GUIDE
A GUIDE TO UNDERSTANDING
YOUR MDI RESULTS
MDI research is made possible with funding from the United Way of the Lower
Mainland (UWLM) and school districts across BC. We would like to thank and
acknowledge the UWLM and all participating school districts for their support and
collaboration on this project.
HELP faculty and staff also would like to acknowledge our Founding Director, Dr. Clyde
Hertzman, whose life’s work is a legacy for the institute’s research. He continues
to inspire and guide our work and will always be celebrated as ‘a mentor to all who
walked with him.’
Email: mdi@help.ubc.ca
Website: earlylearning.ubc.ca/mdi
Suggested citation
Human Early Learning Partnership. The Middle Years Development Instrument: A Guide to
Understanding Your MDI Results. Vancouver, BC: University of British Columbia, School of
Population and Public Health; May 2016.
Introduction
ABOUT THIS GUIDE 4
WHY THE MIDDLE YEARS MATTER 4
WHY CHILDREN’S VOICES? 4
ABOUT THE MDI 5
A BRIEF HISTORY OF THE MDI 6
MDI DATA COLLECTION 6
VALIDITY OF RESULTS 6
PRIVACY AND DATA SUPPRESSION 7
HOW ARE MDI RESULTS REPORTED? 7
NEIGHBOURHOOD BOUNDARIES 7
Additional Resources 34
VALIDITY OF RESULTS
Previous research has found that responses from children in Grade 4 and above are
as reliable and valid as responses from adults. A total of four studies were conducted
to test the validity of the MDI survey, including two initial pilots in 2008, and two
district-wide pilots in both urban and rural communities in 2009 and 2010. Results
from these studies showed the MDI to have both strong reliability and validity. Data
checks are repeated every year to ensure the data collected each year meets rigorous
research standards.
Data collected from the MDI questionnaires are reported at three different levels of
geography: school, neighbourhood and school district.
School Reports – Contain data specific to the population of children who participated
in the MDI at an individual school. These reports are internal and are not released
SCHOOL DISTRICT 8 KOOTENAY LAKE
publicly. School reports can be shared with teachers, parents and community partners
SCHOOL DISTRICT
MDIREPORT
& COMMUNITY at the discretion of the school district administration.
GRADE 7
School District and Community Reports - Contain data representing all of the children
who were surveyed within a school district. Data are aggregated and averages are
reported at both the school district and the neighbourhood levels:
2015/16 GRADE 4 RESULTS
• School district data - Averages are reported for all children who participated
SCHOOL DISTRICT 8 KOOTENAY LAKE
132 Ave
Dewdney Trunk Rd
NEIGHBOURHOOD BOUNDARIES
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Stave Lake
Walnut Walnut
96 Ave Grove West Grove East -
Fort Langley stakeholders. HELP consults with community contacts and works collaboratively to
200 St
88 Ave
adjust geographical boundaries as needed. MDI maps and reports are continuously
Rd
80 Ave
G lo
Willoughby Abbot
In order to provide consistency between MDI data and census data, boundaries
Hig sfo
72 Ave hw rd
ay 10
Mis
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have typically been drawn to align, where possible, with municipal planning areas
Hw y
64 Ave
¥ 1 58 Ave Harris Rd
Langley
and to coincide with census and taxfiler data. In most cases, boundaries are also set
Mount Le hm
56 Ave
Gladwin Rd
Bradner Rd
Langley
Murrayville Rural Langley to neighbourhoods with a minimum number of 50 children. These considerations
an Rd
City Downes Rd
South
have reduced the number of neighbourhoods where data are suppressed due to low
192 St
184 St
Fra
168 St
208 St
ser
Hwy
Maclure Rd
numbers of children, while at the same time ensuring accuracy and precision of MDI
O
36 Ave
ld
Y ale Rd
216 St
232 St
272 St
176 St
Marshall Rd
24 Ave
Mccallum R d
16 Ave
8 Ave
The MDI uses a strengths-based approach to assess five areas of development that are strongly linked to
children’s well-being, health and academic achievement. It focuses on highlighting the protective factors
and assets that are known to support and optimize development in middle childhood. These areas are:
Social and Emotional Development, Physical Health and Well-Being, Connectedness, Use of After-School
Time and School Experiences. Each of these dimensions is made up of several measures and each measure
is made up of one or more questions. The chart below illustrates the relationship between MDI dimensions
and measures, and highlights which measures contribute to the Well-Being and Assets Indices.
SOCIAL AND Social and emotional well-being is critical for children’s successful development
EMOTIONAL across the life span. When children are able to understand and manage their emotions
they are better able to show empathy and maintain positive relationships. Social and
DEVELOPMENT
emotional well-being is associated with greater motivation and success in school, as
well as positive outcomes later in life: post-secondary education, employment, healthy
Response Options lifestyles and psychological well-being.
The MDI asks children to respond to questions about their current social and
Agree a lot
emotional functioning in the following areas: optimism, empathy, prosocial behaviour,
Agree a little self-esteem, happiness, self-regulation and psychological well-being. In addition, the
Don’t agree or disagree Grade 7 questionnaire asks about the following: responsible decision-making, self-
Disagree a little awareness, perseverance and assertiveness.
Disagree a lot
OPTIMISM. Optimism refers to the mindset of having positive expectations for the
Scoring
future. Optimism predicts a range of long-term benefits including greater success
in school and work, less likelihood of depression and anxiety, greater satisfaction
High: Children whose average
in relationships, better physical health and longer life. It is also a strong predictor
responses were ‘Agree a little’
of resiliency for children facing adversity. Children are asked to rate the following
or ‘Agree a lot’
statements:
Medium: Children whose
• I have more good times than bad times.
average responses were ‘Don’t
agree or disagree’ or those • I believe more good things than bad things will happen to me.
who reported a mix of positive
and negative responses • I start most days thinking I will have a good day.
Low: Children whose average
responses were ‘Disagree a EMPATHY. Empathy is the experience of feeling what another person feels. Research
little’ or ‘Disagree a lot’ shows empathic children are better able to foresee the negative social consequences
of their actions and are better able to problem-solve during challenging situations.
Example Result Children are asked to rate the following statements:
0% 25% 50% 75% 100% • I am a person who cares about the feelings of others.
%
61% • I feel sorry for other kids who don’t have the things that I have.
%
28% • When I see someone being mean it bothers me.
12%
%
Average for all participating PROSOCIAL BEHAVIOUR. Prosocial behaviour is behaving in socially appropriate and
school districts. responsible ways. Not only are prosocial skills valued by teachers, they may also
protect against bullying from peers. Prosocial children demonstrate greater empathic
awareness than either bullies or children targeted by bullies. Children are asked to rate
the following statements:
Response Options
for Prosocial Behaviour questions • I helped someone who was hurt.
Many times a week
• I helped someone who was being picked on.
About every week
About every month • I cheered someone up who was feeling sad.
Once or a few times
Not at all this school year
Don’t agree or disagree • In general, I like being the way I am.
Disagree a little
• Overall, I have a lot to be proud of.
Disagree a lot
ABSENCE OF WORRIES. Anxiety is the most prevalent mental health concern among
Response Options both children and adults. It is estimated that anxiety affects 1 in every 8 children, with
onset starting as early as 6 years old. Although it is one of the most prevalent mental
health issues, studies have found that up to 80% of youths with anxiety do not use
Agree a lot
health services. Children are asked to rate the following statements (because the MDI
Agree a little is a strengths-based tool, these questions are reverse scored):
Don’t agree or disagree
• I worry a lot that other people might not like me.
Disagree a little
Disagree a lot • I worry about what other kids might be saying about me.
Example Result • I can calm myself down when I’m excited or upset.
%
41%
SELF-REGULATION (LONG TERM). While short term self-regulation is often reported in
%
21% younger children, long term self-regulation requires activation of the brain’s prefrontal
38%
% cortex, which is still developing throughout adolescence. This type of self-regulation
involves planning and adapting one’s behaviour in the present to achieve a goal several
Average for all participating days, weeks or even months in the future. Examples include saving one’s allowance
school districts. to buy a desired item, studying for a test, or adapting behaviour to maintain a positive
friendship. Children are asked to rate the following statements:
• When I have a serious disagreement with someone, I can talk calmly about
it without losing control.
Don’t agree or disagree • When I make a decision, I think about what might happen afterward.
Disagree a little
• I take responsibility for my mistakes.
Disagree a lot
• I say “no” when someone wants me to do things that are wrong or dangerous.
Scoring
SELF-AWARENESS. Self-awareness is the ability to accurately recognize the influence
High: Children whose average of personal emotions and thoughts on behaviour. It means being able to accurately
responses were ‘Agree a little’ assess one’s strengths and limitations, while possessing a well-grounded sense of
or ‘Agree a lot’ confidence and optimism. Children are asked to rate the following statements:
Medium: Children whose • When I’m upset, I notice how I am feeling before I take action.
average responses were ‘Don’t
agree or disagree’ or those • I am aware of how my moods affect the way I treat other people.
who reported a mix of positive
• When difficult situations happen I can pause without immediately acting.
and negative responses
Low: Children whose average
PERSEVERANCE. Perseverance refers to the persistent effort to achieve one’s goals,
responses were ‘Disagree a
even in the face of setbacks. For adolescents, it has been associated with higher
little’ or ‘Disagree a lot’
motivation, particularly in the context of school achievement. Children are asked to
rate the following statements:
Example Result
• Once I make a plan to get something done, I stick to it.
0% 25% 50% 75% 100%
%
75% • I keep at my schoolwork until I am done with it.
%
19% • I feel a sense of accomplishment from what I do.
6%
%
• I am a hard worker.
Average for all participating • I finish whatever I begin.
school districts.
PHYSICAL HEALTH The MDI questionnaire asks children to evaluate their own physical well-being in
AND WELL-BEING the areas of overall health (perceptions of their own health conditions), body image,
nutrition and sleeping habits. Physical health outcomes are not uniquely controlled
by genetics. They can be affected by different factors or determinants in one’s
environment: family, relationships, lifestyle, economic and social conditions, as well as
the neighbourhoods in which we live. Studies have shown that depression and anxiety
also impact physical health and well-being. Attending to both physical and mental
health is important for maintaining healthy outcomes across the life course.
%
46%
6%
% • How do you rate your body weight?
BREAKFAST. Eating breakfast not only increases nutrient intake for building strong
Response Options bodies, it also immediately improves cognitive, behavioural, and emotional
functioning, including memory. Studies have found that skipping breakfast is more
common among girls, children in lower socioeconomic families, and among older
Every day
children. Children are asked the following question:
6 times a week
5 times a week • How often do you eat breakfast?
4 times a week
MEALS WITH ADULTS AT HOME. Children who frequently eat meals with family
3 times a week members are more likely to possess social resistance skills used to combat peer-
2 times a week pressure. These children are also more likely to have higher self-esteem, a sense
of purpose and a positive view of the future. Eating meals together helps to build a
Once a week
sense of family connectedness that is known to support children’s well-being during
Never transitions, for example from childhood into early adolescence. Children are asked the
following question:
Scoring • How often do your parents or adult family members eat meals with you?
High: 5 or more times per week JUNK FOOD. Children with increased intake of high fat, high sugar and processed foods
Medium: 3-4 times per week are at risk for obesity, chronic illness, low self-esteem and depression. These children
are also lacking the vitamins and nutrients their bodies need to perform in school
Low: 2 or fewer times per week
and in extracurricular activities. Major benefits of healthy eating on the other hand,
include improvements to cognitive and physical performance as well as psychological
benefits. Children are asked the following question:
Example Result
• How often do you eat food like pop, candy, potato chips or something else?
0% 25% 50% 75% 100%
%
67% FREQUENCY OF GOOD SLEEP. School-age children need approximately ten hours
%
6% of sleep a night. Proper sleep not only affects children’s cognitive capacities, but
also helps regulate mood. Children who are not getting enough sleep are at risk for
28%
% developing behavioral problems that closely mimic symptoms associated with ADHD:
hyperactivity, impulsivity and problems sitting still and/or paying attention. Short
Average for all participating
school districts. sleep duration is also associated with the development of obesity from childhood to
adulthood. Children are asked the following questions:
Response Options
Before 9:00pm 12
10
9:00pm to 10:00pm
9 3
10:00pm to 11:00pm
11:00pm to 12:00pm 6
After 12:00am
CONNECTEDNESS Belonging is a fundamental need for people of all ages. Feeling well-connected is one of
TO ADULTS the most important assets for a child’s well-being. Research shows that children who
do not feel connected are more likely to drop out of school and to suffer from mental
health problems. A single caring adult, be it a family member, a teacher in the school
or a neighbour, can make a very powerful difference in a child’s life. Children who feel
connected report greater empathy towards others, higher optimism, and higher self-
esteem than children who feel less connected.
ADULTS AT SCHOOL. School adults, including teachers, principals and school staff, are
Response Options in a unique position to form meaningful bonds with children. Research shows that the
quality of relationships children have with the adults at their school predicts their levels
of anxiety and conduct challenges. Children who perceive their teachers as caring
Very much true
report feeling more academically and prosocially motivated. Children are asked to rate
Pretty much true the following statements:
A little true At my school there is an adult who:
Not at all true
• really cares about me.
What makes an adult important to you? (Children can select all of the options that apply)
• I can share personal things and private feelings with this person.
• I get to do a lot of fun things with this person or because of this person.
CONNECTEDNESS Beginning in middle childhood, friendships and peer support begin to have a stronger
TO PEERS influence on children’s school motivation, academic achievement and success.
Children begin to place more importance on peer groups than on relationships to
adults. During this phase of human development children need to feel they have
friends they can count on.
PEER BELONGING. During the middle childhood years children begin to associate more
with their peers. Children absorb information from peers about how to behave, who
they are and where they fit. Feeling part of a group can boost self-esteem, confidence
and personal well-being. Peer relationships provide opportunities for learning
cooperation, gaining support, acquiring interpersonal skills and persisting through
Response Options
difficulties. Children are asked the following questions:
Medium: Children whose • I have a friend I can tell everything to.
average responses were ‘Don’t
agree or disagree’ or those • There is somebody my age who really understands me.
who reported a mix of positive
• I have a least one really good friend I can talk to when something is
and negative responses
bothering me.
Low: Children whose average
responses were ‘Disagree a
little’ or ‘Disagree a lot’
Example Result
%
75%
%
18%
7%
%
USE OF AFTER- We know that the environments in which children live and play are important, yet
SCHOOL TIME we know very little about how school-aged children actually spend their after-school
hours. The data provided by the MDI attempts to fill gaps in the existing research on
children’s participation in activities during after-school hours (from 3pm to 6pm).
These are known as the “critical hours” because they are the hours in which children
are most often left unsupervised.
Children’s involvement in activities outside of school hours exposes them to important
social environments. After-school activities such as art and music classes, sports
leagues, and community groups provide distinct and important experiences that help
children to build relationship skills and gain competencies. Children who are more
involved in extracurricular activities tend to experience better school success and are
less likely to drop out.
0% 25% 50% 75% 100% • Youth organizations (e.g. Scouts, Girl Guides, Boys and Girls Clubs).
%
70%
• Individual sports with a coach or instructor (e.g. swimming, dance,
%
10% gymnastics, ice skating, tennis).
21%
%
• Team sports with a coach or instructor (e.g. basketball, hockey, soccer,
football).
Average for all participating
school districts.
• Volunteer.
Options are included only in the Grade 7 questionnaire
• Work at a job.
WHAT CHILDREN WISH TO BE DOING AFTER SCHOOL. The MDI is the only population-
level survey that asks children what they wish they could be doing. Children are given
two choices to select from:
Think about what you want to do on school days from after school to dinner time
(about 3pm to 6pm).
When a child selects both answers above a third answer is recorded: I am doing some
of the activities I want, but I wish I could do more.
Those children who express that they wish they could be doing additional activities
are asked to list one activity they wish they could do. Because of the open-ended
(qualitative) style of this question, the responses are extremely varied and cannot
be provided in detail within the MDI reports. Instead, responses are coded into the
following categories:
• Music and Fine Arts: Music and art lessons/practice, crafts, cooking,
building, writing.
I am already doing the
activities I want to be doing • Friends and Playing: Hanging out with friends, going to a friend’s house,
having friends over, any activity specified with friends, games, talking with
% friends.
• Free Time/Relaxing: Time to myself, walk home alone, free time, sleeping,
I am doing some of the activities I
relaxing, reading.
want, but I wish I could do more
% • Other: Shopping, chores, travel, clubs. The “Other” category is also used for
responses that are undecipherable, appear infrequently, or do not fit into a
clear category.
• Other.
SCHOOL Children’s sense of safety and belonging at school has been shown to foster school
success in many ways. When children’s needs in the school environment are met,
they are more likely to feel attached to their school. In turn, children who feel more
EXPERIENCES attached to their school have better attendance and higher academic performance.
These children are also less likely to engage in high-risk behaviours.
The MDI questionnaire asks children about the following school experiences:
academic self-concept, school climate, school belonging, and experiences with peer
victimization. School success is optimized when children perceive that they are
learning within a safe, caring and supportive environment:
Response Options ACADEMIC SELF-CONCEPT. Academic self-concept refers to a child’s beliefs about
their own academic ability, including their perceptions of themselves as students
and how interested and confident they feel at school. Experiencing success and
Agree a lot
receiving consistent positive feedback from parents and teachers greatly influences
Agree a little how children view themselves as learners. Children are asked to rate the following
Don’t agree or disagree statements:
Disagree a little • I am certain I can learn the skills taught in school this year.
Disagree a lot
• If I have enough time, I can do a good job on all my school work.
High: Children whose average SCHOOL CLIMATE. School climate is the overall tone of the school environment,
responses were ‘agree a little’ including the way teachers and students interact and how students treat each other.
or ‘agree a lot’ Children’s comfort in their learning environment affects their motivation, enjoyment of
Medium: Children whose school, ability to pay attention in class and academic achievement. An optimal school
average responses were ‘don’t environment is one that values student participation, provides time for self-reflection,
agree or disagree’ or those encourages peer collaboration, and enables students to make decisions about
who reported a mix of positive classroom rules and activities. Children are asked to rate the following statements:
and negative responses
• Teachers and students treat each other with respect in this school.
Low: Children whose average
responses were ‘disagree a • People care about each other in this school.
little’ or ‘disagree a lot’
• Students in this school help each other, even if they are not friends.
Example Result SCHOOL BELONGING. School belonging is the degree to which children feel connected
and valued at their school. Children who feel a sense of belonging at school also report
0% 25% 50% 75% 100% greater happiness and decreased anxiety. Children who experience belonging at
%
85% school have been found to perceive others more favourably and consider the thoughts
and feelings of others more often. Children are asked to rate the following statements:
%
13%
3%
% • I feel like I belong in this school.
Combining select measures from the MDI helps us paint a fuller picture of children’s overall well-being and the assets that
contribute to their healthy development. The results for key MDI measures are summarized into two indices:
• The Well-Being Index consists of measures relating to children’s physical health and social and emotional development that are
of critical importance during the middle years: Optimism, Self-Esteem, Happiness, Absence of Sadness and General Health.
• The Assets Index consists of measures of key assets that help to promote children’s positive development and well-being. Assets
are resources and influences present in children’s lives such as supportive relationships and enriching activities. The MDI measures
four types of assets: Adult Relationships, Peer Relationships, Nutrition and Sleep, and After-School Activities.
The chart below illustrates the relationship between MDI dimensions and measures, and highlights which measures contribute to
the Well-Being and Assets Indices.
General Health
Eating Breakfast
Meals with
Adults at Home
Frequency of
Good Sleep
ASSETS INDEX
ADULT RELATIONSHIPS
Adults at School
CONNECTEDNESS Adults in the Neighbourhood
Adults at Home
Adults at School
Adults in the PEER RELATIONSHIPS
Neighbourhood Peer Belonging
Adults at Home Friendship Intimacy
Peer Belonging
Friendship NUTRITION & SLEEP
Intimacy Eating Breakfast
Meals with Adults at Home
Frequency of Good Sleep
USE OF AFTER-SCHOOL TIME
AFTER-SCHOOL ACTIVITIES
Organized Activities Organized Activities
Agree a little • I have more good times than bad times.
Don’t agree or disagree
• I believe more good things than bad things will happen to me.
Disagree a little
Disagree a lot • I start most days thinking I will have a good day.
SELF-ESTEEM
Scoring
• In general, I like being the way I am.
Thriving: Children who are
reporting positive responses • Overall, I have a lot to be proud of.
on at least 4 of the 5
• A lot of things about me are good.
measures of well-being.
HAPPINESS
Medium to High Well-Being:
Children who are reporting • In most ways my life is close to the way I would want it to be.
neither positive nor negative
responses. • The things in my life are excellent.
Response Options
% • I feel unhappy a lot of the time.
for General Health
Low
• I feel upset about things. question
Number of
children %
Thriving • I feel that I do things wrong a lot. Excellent
% Good
Medium to GENERAL HEALTH
Fair
High
• In general, how would you describe your health? Poor
ADULT RELATIONSHIPS • At my school there is an adult who really cares about me.
(9 items) • At my school there is an adult who believes I will be a success.
Asset present = • At my school there is an adult who listens to me when I have something to say.
average response is • In my home there is a parent or another adult who believes I will be a success.
“a little true” or higher
• In my home there is a parent or another adult who listens to me when I have
something to say.
• In my home there is a parent or another adult who I can talk to about my problems.
• In my neighbourhood/community (not from your school or family), there is an adult
who really cares about me.
• In my neighbourhood/community (not from your school or family), there is an adult
who believes that I will be a success.
• In my neighbourhood/community (not from your school or family), there is an adult
who listens to me when I have something to say.
AFTER-SCHOOL ACTIVITIES Last week after school (3pm to 6pm), I participated in:
(5 items) • Educational lessons or activities
Asset present = • Art or music lessons
Participates in at least • Youth organizations
one activity
• Individual sports with an instructor
• Team sports with an instructor
0-1 30%
2 46%
3 60%
Number of Assets
Number of the following
assets that children report
having in their lives:
4 75%
Adult Relationships
Peer Relationships
After-School Activites
Nutrition and Sleep
5 86%
Positive School Experiences
HELP is gathering information • How might the data influence your planning and practices
from schools and communities to
capture stories about using MDI INVOLVE CHILDREN
results.
The results from the MDI survey should be shared with children. Involve them as
If you would like to request much as possible in the interpretation of the data. Get their feedback on how both
support or tell us about your the school and community can better serve their needs. Ask children of all ages for
suggestions on how to improve their school climate and after-school experiences.
experiences using MDI data
Teachers may wish to incorporate the interpretation of MDI data into their classes.
please contact our MDI team: Children tend to offer surprisingly creative solutions that can often be implemented
mdi@help.ubc.ca easily and at no cost.
CHILDREN’S VOICES
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Varni, J. W., Limbers, C. A., & Burwinkle, T. M. (2007). How young can children reliably
and validly self-report their health-related quality of life?: An analysis of 8,591 children
across age subgroups with the PedsQL™ 4.0 Generic Core Scales. Health and quality of life
outcomes, 5(1), 1-13.
Sleep
American Academy of Sleep Medicine. (2011). Sleep loss in early childhood may contribute
to the development of ADHD symptoms. ScienceDaily. Retrieved April, 2015 from www.
sciencedaily.com/releases/2011/06/110614101122.htm
Falbe J., Davison K., Franckle R., Ganter C., Gortmaker S., Smith L., Land T., Taveras
E. (2015). Sleep Duration, Restfulness, and Screens in the Sleep Environment. Pediatrics,
135 (2).
Hildenbrand A., Daly B., Nicholls E., Brooks-Holliday S., Kloss J. (2013). Increased Risk
for School Violence-Related Behaviors Among Adolescents With Insufficient Sleep. Journal
of School Health, 83 (6): 408-414.
McMakin D, Alfano C. (2015). Sleep and anxiety in late childhood and early adolescence.
Current Opinion in Psychiatry, 28(6):483-9.
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relationships to health and well-being of our nation’s children. Pediatrics, 119 (suppl 1):
S29-S37.
CONNECTEDNESS
Gadermann A., Guhn M., Schonert-Reichl K., Hymel S., Thomson K., Hertzman
C. (2015). A population-based study of children’s well-being and health: the relative
importance of social relationships, health-related activities, and income. Journal of
Happiness Studies, 1-26.
Gifford-Smith, M., Brownell, C. (2003). Childhood peer relationships: Social acceptance,
friendship, and peer networks. Journal of School Psychology, 41 (4): 235-284.
Harter S. (1999). The Construction of the Self: A developmental perspective. New York,
NY, US: Guilford Press.
McNeely C., Nonnebaker J., Blum R. (2002). Promoting school connectedness: Evidence
from the National Longitudinal Study of School Health. Journal of School Health, 72, 138-
146.
Oberle E., Schonert-Reichl K., Thomson K. (2010). Understanding the link between
social and emotional well-being and peer relations in early adolescence: gender-specific
predictors of peer acceptance. Journal of Youth Adolescence, 39 (11): 1330-1342.
Oberle E., Schonert-Reichl K., Guhn M., Zumbo B., Hertzman C. (2014). The role of
supportive adults in promoting positive development in middle childhood: a population-
based study. Canadian Journal of School Psychology, 29 (4): 296-316.
Olsson, C., McGee, R., Nada-Raja, S., & Williams, S. (2013). A 32-year longitudinal
study of child and adolescent pathways to well-being in adulthood. Journal of Happiness
Studies, 14(3), 1069-1083.
SCHOOL EXPERIENCES
Binfet, J., Gadermann, A., & Schonert-Reichl, K. (2016). Measuring kindness at school:
psychometric properties of a school kindness scale for children and adolescents. Psychology
in the Schools, 53(2), 111-126.
Currie C. (2012). Social Determinants of Health and Well-Being among Young People.
Health Behaviour in School-aged Children (HBSC) Study. International Report from the
2009/23010 Survey, Copenhagen, WHO Regional Office for Europe.
Guhn M., Schonert-Reichl K., Gadermann A., Hymel S., Hertzman C. (2013). A
Population Study of Victimization, Relationships, and Well-Being in Middle Childhood.
Journal of Happiness Studies, 14 (5): 1529-1541.
Hymel S., Shonert-Reichl K., Bonanno R., Vaillancourt T., Henderson N. (2010).
Handbook of Bullying in Schools: An International Perspective, Chapter 8: Bullying and
Morality: Understanding How Good Kids Can Behave Badly, 2010, Routledge.
van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015).
Empathy and involvement in bullying in children and adolescents: A systematic review.
Journal of youth and adolescence, 44(3), 637-657.
BRITISH COLUMBIA
CANADA
Promoting Relationships and Eliminating Violence Network (PREVNet),
http://www.prevnet.ca
Dalai Lama Center for Peace + Education, http://dalailamacenter.org/
Canadian Association for School Health, http://www.cash-aces.ca/
UNITED STATES
Collaborative for Academic, Social, and Emotional Learning (CASEL),
http://www.casel.org/
Edutopia (Lessons and videos on Social and Emotional Learning),
http://www.edutopia.org/
The Search Institute, http://www.search-institute.org/
Find Youth Info, http://www.findyouthinfo.gov
Centre for Social and Emotional Education, http://www.csee.net
Morningside Center for Teaching Social Responsibility,
http://www.morningsidecenter.org/
Education.com, http://www.education.com