Child and Youth Mental Health:
Statistics, Trends and Important Considerations
Teaching Resource v2
November 2013
Developed in partnership with the Halton Health Curriculum Collaborative (H2C2)
(with representation from the Halton District School Board, Halton Catholic District School Board and the Halton Region Health Department)
Teaching Resource
Child and Youth Mental Health: Statistics, Trends and Important Considerations
This resource is one of a series of teaching resources developed to support the Health and
Physical Education Curriculum. Each resource contains national, provincial and Halton data
and can be used by teachers to engage students in classroom discussion.
Child and Youth Mental Health – Definition and Statistics
Positive mental health is a state of well-being in which the individual:
•
•
•
•
realizes his or her own abilities
can cope with the normal stresses of life
can work productively and fruitfully
is able to make a contribution to his or her community.1
Child and youth mental health involves:
• the ability to experience, regulate, and express emotions
• form close interpersonal relationships
• explore the environment and learn.
Everyone’s mental health can be seen along a continuum – a perfect balance is rare, influenced
by social, psychological, genetic, physical, chemical or biological disturbance (often as
combinations).2
Mental disorders and mental illness are terms used to describe a broad range of mental and
emotional conditions, which include illnesses such as mood disorders (depression and bi-polar
affective disorder), anxiety disorders and eating disorders.2 These illnesses are comparable to
physical illnesses, take many forms, and are treatable.2
Youth Statistics Related to Mental Health
• Between 15% and 25% of children and youth suffer at least one mental health problem or
illness.3
•
Approximately 14% of children aged 4-17 years experience clinically important mental
health disorders and only 25% of them receive treatment.4
•
15% of children and youth live with anxiety, attention deficit, depression, addiction and other
disorders.5
•
70% of mental health problems and illnesses begin during early childhood and adolescence.6
•
Suicide is the second leading cause of death amongst Canadian adolescents.7
•
The 2012/13 Halton Youth Survey reported that 4% of grade seven students and 9% of grade
10 students were at risk for depression. Grade 10 females were at highest risk (15%).8
•
In 2011, in Ontario, 6% of students (grade 7 to 12) reported depressive symptoms – about
61,000 Ontario students.9
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•
There is little local data on diagnosed mood disorders. Nationally, in 2009, the percentage of
Canadians aged 12 to 19 years who reported having been diagnosed with a mood disorder
was 2.7% and 4% diagnosed with an anxiety disorder.10
Suicide Ideation and Self-harm
Adolescence is a time of dramatic change. The journey from child to adult can be complex and
challenging. Young people often feel tremendous pressure to succeed at school, at home, and in
social groups. At the same time, they may lack the life experience that lets them know difficult
situations will not last forever. Mental health problems commonly associated with adults, such as
depression, also affect young people. Any one of these factors, or a combination, may become
such a source of pain that they seek relief in self harm including suicide.11
Self-harm, also called self-injury or self-abuse, refers to deliberate acts that cause harm to one’s
body, mind and spirit.12 Self harm provides an individual with immediate coping, however it is a
short-term solution with potentially serious consequences.3
Supports for staff and students are available through the school boards and Halton Region Public
Health.
Youth Statistics Related to Suicide
•
In Halton Region, in 2012/13 the proportion of youth reporting serious thoughts of suicide in
the past year (“sometimes “often” or “always”) varied by grade: 5% of grade 7 students and
11% of grade 10 students having had serious thoughts of suicide. The highest risk group was
grade 10 females at 14%.8
•
Provincially, about 10% of students in grades 7 to 12 reported they had seriously considered
suicide in the past year. This percentage represents about 104,000 Ontario students.9
•
About 3% of Ontario students reported attempting suicide in the past year. This percentage
represents about 28,000 Ontario students.9 Numbers are not available for Halton Region.
•
In Canada between 1980 and 2008 the rates of suicide for female children and adolescents
increased.10
•
Although females are more likely to visit emergency department or be hospitalized for self
harm than males, deaths due to self harm (suicide) are more common in males.10, 13
•
For Canadian youth and young adults, suicide is among the top causes of death, second only
to unintentional injuries. In 2007, almost 800 youth and young adults died by suicide, with
76% of deaths being among young men (20 deaths per 100,000).10
•
From 2005 to 2009 there were 12 deaths in Halton for youth aged 15 to 19 years due to
intentional self harm; six males and six females (on average, 2 deaths per year).14
•
For 2004-2008, Halton had statistically significantly higher rate of emergency department
visits for ages 15-19 for self harm compared to Ontario.14
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Developmental Assets® and Mental Health 8
The Developmental Asset approach supports that both internal and external factors contribute to
resiliency (i.e., ability to bounce back from daily challenges) in children and youth.
•
Out of the 20 developmental assets® measured as part of the Halton Youth Survey (2012/13),
32% of grade 7 students had 16 or more assets, while this number dropped to only 17% of
grade 10 students. The total number of assets a student has decreases from grade 7 to grade
10.
•
Youth with a lower number of assets are more likely to engage in risk behaviors, while those
with more assets may be more successful academically and have better health.
•
Students who are at higher risk for depression, as well as those more likely to consider
suicide, have a lower number of assets, while those students with high positive mental health
have a greater number of assets.
•
Positive mental health was comprised of seven questions that asked about personal wellbeing (For example: I feel good about myself, I feel good about my future). The 2012/13
Halton Youth Survey reported that 53% of grade seven students and 37% of grade 10
students had highly positive mental health.8
Percentage of Students
50%
40%
30%
28%
20%
25%
10%
11%
7%
0%
4%
6%
1%
Grade 10
Grade 7
Number of Assets:
2%
0-5
6-10
11-15
16-20
Figure 1: Percentage of Students that are at Risk of Depression by the
Number of Developmental Assets®, Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
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Percentage of Students
50%
40%
36%
30%
26%
20%
13%
10%
8%
5%
6%
2%
3%
0%
Grade 7
Number of Assets:
Grade 10
0-5
6-10
11-15
16-20
Figure 2: Percentage of Students that have had Serious Thoughts of Suicide
(Sometimes, Often, or Always) by the Number of Developmental
Assets®, Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
Percentage of Students
100%
83%
80%
75%
60%
52%
40%
44%
20%
4%
17%
5%
20%
0%
Grade 7
Number of Assets:
Grade 10
0-5
6-10
11-15
16-20
Figure 3: Percentage of Students that have Highly Positive Mental Health by the
Number of Developmental Assets®, Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
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High Risk Behaviours and Mental Health8
An analysis of the Halton Youth Survey (2012/13) shows that various measures of mental health
status—positive mental health, suicidal thoughts, risk of depression and bullying—are associated
with high risk-taking behaviours such as criminal activity and substance use in youth. The
figures below show this separately for grade 7 and grade 10 students.
50%
Yes
No
40%
30%
30%
22%
20%
10%
14%
13%
13%
9%
6%
7%
0%
Positive Mental
Health
Suicidal Thoughts Risk of Depression
Bullied at Least
Once in the Past
School Year
Figure 4: Percentage of Students Who Are Involved in Criminal Activity by
various Mental Health Status Indicators, Grade 7 Students,
Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
50%
44%
Yes
40%
No
37%
28%
30%
23%
20%
18%
15%
17%
17%
10%
0%
Positive Mental
Health
Suicidal Thoughts Risk of Depression
Bullied at Least
Once in the Past
School Year
Figure 5: Percentage of Students Who Are Involved in Criminal Activity by
various Mental Health Status Indicators, Grade 10 Students,
Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
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100%
Yes
No
80%
60%
40%
32%
31%
22%
20%
21%
16%
15%
12%
14%
0%
Positive Mental
Health
Suicidal Thoughts
At Risk of
Depression
Bullied at Least
Once in the Past
School Year
Figure 6: Percentage of Students that have Used at Least One Substance in the
past 12 Months by various Mental Health Status Indicators, Grade 7
Students, Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
100%
Yes
76%
80%
No
74%
63%
61%
60%
53%
53%
53%
46%
40%
20%
0%
Positive Mental
Health
Suicidal Thoughts
At Risk of
Depression
Bullied at Least
Once in the Past
School Year
Figure 7: Percentage of Students that have Used at Least One Substance in the
past 12 Months by various Mental Health Status Indicators, Grade 10
Students, Halton Region, 2012/13
Source: Our Kids Network, Halton Youth Survey 2012/13
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Self-Esteem and Mental Health
Self-esteem is how you see yourself and how you feel about yourself. It is the value you place on
yourself. Positive self-esteem means liking yourself, feeling content most of the time and feeling
proud of whom you are. Children and youth with healthy self-esteem are more likely to be
happy, cooperative, and successful at school. They make friends easily and are fun to be with
because they enjoy challenges, are eager to learn and enjoy success. They are also likely to cope
with stress effectively and are less likely to develop behaviour problems. 15
•
The 2011 Ontario Student Drug Use and Health Survey (OSDUHS) indicated 3% of students
report low self-esteem. Females (4%) are significantly more likely than males (2%) to
indicate low self-esteem.9 The questions for self-esteem on the 2011 OSDUHS survey have
changed from previous years. Do not compare earlier results.
Body Image and Mental Health
Body image is the mental picture you have of your body. It includes your feelings and attitudes
toward your physical appearance and also your perception of how others see you. People who
feel good about themselves and their bodies are more likely to have a healthy self-esteem and
feelings of positive self worth.16
•
Negative body image is associated with high risk behaviours such as dieting, disordered
eating, obesity, perfectionism, depression, cutting, and tobacco and substance abuse as well
as a decrease in physical activity.17,18
•
Children and youth are more vulnerable to body-image problems during puberty and the
transition to high school. The ideal target grades to have the greatest influence over attitudes
and behaviours towards body image are grades 4-6.17,18
•
In Halton (2006), 64% of grade 7 students reported having done something to change their
weight or body shape.8
•
Provincial statistics suggest that about 70% of students in grades 7 and 8 are satisfied with
their weight, but this percentage declines to about 60% by the 10th, 11th and 12th grades.9
•
Provincially, approximately 15-30% of youth (girls and boys) engaged in disordered eating
behaviors such as skipping meals, fasting, restricted eating, and over-exercising.19
•
Nationally, one in four teen girls (12-18) practiced some form of disordered eating and by
grade six, 25% of girls have been on a diet.20
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Eating Disorders and Mental Health
We have little local and provincial data on eating disorders. We do know that eating disorders
have the highest mortality rate of all mental illnesses in Canada: 10-20% of people with eating
disorders eventually die from the effects.21
•
Those aged 15-19 years have the highest rate of hospitalizations for eating disorders in
Canada, with hospitalizations for Canadian girls aged 15 -24 increasing by 29% from 1987 to
2002.22
• Body-based teasing can have a serious impact on girls’ attitudes and behaviours. According
to one study, girls who reported teasing by family members were 1.5 times more likely to
engage in binge-eating and extreme weight control behaviours five years later.23
Stress and Mental Health
A certain amount of stress is a normal part of everyday life. Small amounts of stress can be
helpful (e.g., meeting deadlines, being productive) while large amounts can be harmful. If stress
becomes overwhelming and long-lasting, the risks for psychological problems (i.e., anxiety,
depression, sleep disturbance, substance abuse) and medical problems (i.e., headaches, high
blood pressure, gastrointestinal) increase.24
•
Elevated psychological distress is reported by 34% of students. This percentage represents
about 341,000 Ontario students.9
•
Females are more likely to report elevated psychological distress compared with males (43%
vs. 24%).9
•
Psychological distress significantly increases with grade, peaking in the 11th and 12th grades
(about 41%).9
•
The three most common symptoms experienced by students (grades seven-12) are: feeling
constantly under stress (41%), losing sleep because of worrying (30%), feeling unhappy and
depressed (27%).9
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Bullying and Mental Health
Bullying is a form of repeated aggression where there is an imbalance of power by the person
who is bullying and the person who is bullied.25
•
Both depression and anxiety have been documented among bullies, victims, and
bully/victims. Suicidal behaviours and suicidal thoughts are also common among bullies and
victims.26
•
Children and youth who bully others often lack the social skills necessary for getting along
with others. They are also more likely to be rejected by peers and connect with other children
who also may take part in aggressive behaviour.27
•
Due to a lack of positive social connection with peers and teachers at school, those who bully
others tend not to participate in classroom activities. This results in poor academic success,
increased school drop-out rates, and/or decreased enrolment in higher education. Meanwhile,
those who are bullied often develop a fear of attending school and show high levels of school
avoidance or absenteeism preventing them from achieving academic success.27,28
•
Students with varied disabilities and those who identify as being part of the LGBTQ (lesbian,
gay, bi-sexual, transgendered, queer) population are at greater risk of being bullied. 28,29
•
Overweight and obese children are more likely to be bullied than their normal-weight peers.30
•
The 2012/13 Halton Youth Survey reported that 28% of grade 7 students and 23% of grade
10 students had been bullied at school at least once since the beginning of the school year.8
•
Provincially, 29% of grade 7 to 12 students reported being bullied. The most prevalent form
of bullying victimization is verbal attacks (25%), followed by physical attacks (3%). Theft or
damage to others’ property is reported by less than 1% of students.9
•
In Canada, 22% of students, grade 6 to 10, identified that they have been bullied and 12%
reported that they have bullied others.25
Cyber bullying (Electronic Bullying)
Cyber bullying, is defined as “willful and repeated harm inflicted through electronic media and
includes the use of electronic devices or the internet to threaten, harass, embarrass, socially
exclude, or damage reputations and friendships.”31 Research in this area is small but growing.
Children and youth use technology to communicate and socialize more than any other medium,
providing them with many opportunities for positive and negative interactions with peers. Many
youth participate online without much supervision or guidance and may feel less constrained by
rules and social norms when using electronic communications.32
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•
Cyber bullying is a significant problem with prevalence in North America ranging from 9 to
25%.33
•
Electronic bullying tends to be low in grade 5, peaks in grade 8, and declines by grade 11. 31
•
Youth who are cyber bullied report feelings of sadness, anxiety, fear and inability to
concentrate on school with a drop in grades. 33
•
Children and youth who cyber bully others on line as well as those who report experiencing
cyber bullying report significantly higher substance use and delinquency. 33
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References
1. World Health Organization (2012). Mental health: a state of wellbeing. Retrieved August 15, 2012
from http://www.who.int/features/factfiles/mental_health/en/
2. Canadian Mental Health Association (2012) Mental Health Promotion - Definition and Action
Framework. Retrieved August 15, 2012 from
http://www.ontario.cmha.ca/backgrounders.asp?cID=7498.
3. Mental Health Commission of Canada (2008). Children’s Mental Health and the Need for a National
Mental health Movement. Retrieved September 17, 2012 from
http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Key_Documents/en/2008/EmprCl
bSpch-May2008-Eng.pdf.
4. Waddell, C., McEwan, K., Shepherd, C.A., Offord, D.R., Hua, J.M. (2005). A public health strategy
to improve the mental health of Canadian children. Canadian Journal of Psychiatry, 50(4), 226, 33.
5. Kirby, M & Keon, W. (2006). Out of the shadows at last. Transforming Mental Health, Mental
Illness and Addiction Services in Canada, Retrieved August 17,2012
http://www.parl.gc.ca/Content/SEN/Committee/391/soci/rep/rep02may06part2e.htm#_Toc133223086.
6. Government of Canada (2006). The Human Face of Mental Health and Mental Illness in Canada.
Retrieved August 15, 2012 from http://www.phacaspc.gc.ca/publicat/humanhumain06/pdf/human_face_e.pdf.
7. Statistics Canada (2002).Suicide deaths and suicide attempts. Retrieved August 17, 2012 from
http://www.statcan.gc.ca/pub/82-003-x/2001002/article/6060-eng.pdf.
8. Our Kids Network. Halton Youth Survey 2012/13. Retrieved March 19, 2013 from
http://www.ourkidsnetwork.ca .
9. Ontario Student Drug Use and Health Survey (OSDUHS) (2011). Mental Health and Well-Being of
Ontario Students. Detailed Findings. Retrieved February 11, 2013 from
http://www.camh.ca/en/research/news_and_publications/ontario-student-drug-use-and-healthsurvey/Documents/2011%20OSDUHS%20Docs/2011OSDUHS_Detailed_ MentalHealthReport.pdf
10. PHAC (2011a). The Chief Public Health Officer’s Report on the State of Public Health in Canada in
Canada. Chapter 3 The Health and Well-being of Canadian Youth. Retrieved May 28,2012 from
http://www.phac-aspc.gc.ca/cphorsphc-respcacsp/2011/index-eng.php.
11. Canadian Mental Health Association (2012) Suicide fact sheet. Retrieved August 15, 2012 from
http://www.cmha.ca/mental-health/understanding-mental-illness/suicide/.
12. Canadian Mental Health Association (2012) Self Injury. Retrieved August 15, 2012 from
http://www.cmha.ca/mental-health/understanding-mental-illness/self-injury/.
13. Halton Region (2011). Health Indicator Report on Intentional Injuries. Retrieved May 28, 2012 from
Halton Health Statistics - Halton Region.
14. Tucker E. (2012). Personal Communication. Injuries in Halton: A Health Status Summary
(PowerPoint presentation), Halton Region Health Department.
15. The Psychology Foundation of Canada (2003). Focus on Self-Esteem: Nurturing Your SchoolAge Child. Retrieved August 15, 2012 from
http://www.psychologyfoundation.org/pdf/publications/focusOnSelfEsteem_eng.pdf.
16. Health Canada (2000). The Vitality Approach: A Guide for Leaders. Ottawa: Health Canada.
17. Kater, K. J., Rohwer, J., & Levine, M. P. (2000). An elementary school project for developing healthy
body image and reducing risk factors for unhealthy and disordered eating. Eating Disorders: The
Journal of Treatment & Prevention, 8, 3–16.
18. McVey GL, Davis R, Tweed S & Shaw B. (2004). An evaluation of a school-based program designed
to improve body image satisfaction, global self-esteem, and eating attitudes and behaviours: A
replication study. International Journal of Eating Disorders, 36, 1-11
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19. McVey, G.L., Tweed. S., & Blackmore, E. (2004) Dieting among preadolescent and young
adolescent females. Canadian Medical Association Journal, 170, 1559-1562.
20. Dove. (2006) Real Beauty School Program. The Dove campaign for Real Beauty.
21. Canadian Mental Health Association (CAMH) (2012). Eating Disorders Fact sheet. Retrieved May
28, 2012 from http://cmha.ca.
22. Health Canada (2002). Report on Mental Illness in Canada (2002). Retrieved May 28, 2012
from.http://www.phac-aspc.gc.ca/publicat/miic-mmac/pdf/men_ill_e.pdf
23. Neumark-Sztainer, D. R., Wall, M. M., Haines, J. I., Story, M. T., Sherwood, N. E., van den Berg, P.
A. (2007). Shared Risk and Protective Factors for Overweight and Disordered Eating in Adolescents.
American Journal of Preventative Medicine, 33(5), 359-369.
24. Centre for Addiction and Mental Health (2010). Stress Fact sheet. Retrieved August 15, 2012 from
http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/st
ress/Pages/info_stress.aspx.
25. PHAC (2011b). The Health of Canada’s Young People: A mental health focus. Retrieved May 28,
2012 from http://www.phac-aspc.gc.ca/hp-ps/dca-dea/publications/hbsc-mentalmentale/assets/pdf/hbsc-mental-mentale-eng.pdf.
26. Kaltiala-Heino, R., Rimpela, M., Rantanen R., & Rimpela, A. (2000). Bullying at school –an indicator
of adolescents at risk for mental disorders. Journal of Adolescence, 23(6), 661-674.
27. Tremblay, R. E., Gervais, J., Petitclerc, A. (2008). Early childhood learning prevents youth violence.
Montreal, Quebec. Centre of excellence for the Early Childhood Development.
28. Swearer, S., Espelage, D., Vaillancourt, T., & Hymel, S. (2010). What can be done about school
bullying? Linking research to educational practice. Educational Researcher, 39: 39-47.
29. Raskauskas, J., and Modell, S. (2011). Modifying anti-bullying programs to include students with
disabilities. Teaching Exceptional Children, 44(1), 60-67.
30. Janssen, I., Craig, W.M., Boyce, W.F & Picket, W. (2004). Associations between Overweight &
Obesity with bullying behaviours in school-aged children. Pediatrics, 113(5),1187-1194. Retrieved
July 25,2012 from http://www.nedic.ca/knowthefacts/statistics.shtml.
31. PREVNet Promoting Relationships and Eliminating Violence Network Retrieved August 7, 2013
from http://www.prevnet.ca/research-and-tools/fact-sheets/electronic-bullying-definition-
and-prevalence
32. Patchin, J., Hinduha, S. (2010). Cyberbullying and Self-Esteem. Journal of School Health,
80(12), 614-621.
33. PREVNet (2011). Creating A World Without Bullying. PREVNet Series, Volume 3.
National Printers: Ottawa.
How to read the Our Kids Network, Halton Youth Survey Figures:
-
Read the figure title.
-
Look for the overall patterns in the graph. Is there a difference between the pattern for grade 7 students
and grade 10 students?
-
Look at the legend and see how the different categories (colours) relate to factor on the vertical axis.
-
Example of Interpreting Figure 1: 25% of grade 7 students with 0-5 assets are at risk of depression. Risk of
depression decreases as the number of assets increases. Both the pattern and the risk of depression are
similar for grade 7 and grade 10 students.
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Developed in partnership with the Halton Health Curriculum Collaborative (H2C2)
(with representation from the Halton District School Board, Halton Catholic District
School Board and the Halton Region Health Department)
For more information please contact Halton Region Health Department
at 905-825-6000 or dial 311
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