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CONCLUSION
During the first phase of the project, we set out to develop a common
understanding of mental health. The significance of developing a common
understanding allowed us to conceptualize what mental health looks like for
college students. By encouraging and engaging in thoughtful collaborations with
all key stakeholders, we are able to share our newly enhanced framework for
supporting student wellness. By developing a common understanding and
engaging meaningfully with the stakeholders, we were able to build the capacity
to respond to early indicators of student concern.
Our resources and supports have been strategically woven throughout the
student experience and faculty training at Conestoga College. This provided us
with the opportunity to expand the academic capacity to support student
resiliency. Our framework, The Road to Wellness has informed the development
of additional resources and supports for students and faculty/program teams at
Conestoga. Now that our framework has been widely adopted by the College,
this allows us to share these resources and supports with all key stakeholders.
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