Page 6 - Progress Report 2019 07-31-19

Keyes conceptualizes health and illness on two distinct, but connected continua.

The horizontal line represents illness to no illness and encompasses a range of

symptoms and diagnoses. Conversely, flourishing can describe the actions,

attitudes, habits, and resources needed to feel well. All students can work

towards improving their mental health, regardless of the presence of mental

illness.

CACUSS and the Canadian Mental Health Association (2013) outlined four

key assumptions about mental health that clearly connected this perspective of

mental health to the post-secondary environment. This connection framed the

work of the Hallman Mental Health Project. They reported that:

1. Mental health is essential to students’ academic success as well as their

ability to participate fully and meaningfully throughout all aspects of

their lives and throughout their lifespan;

2. Empowering students to participate actively in maintaining their well-

being as well as addressing mental health issues sets the foundation for

increased ability to sustain well-being throughout their lives;

3. Addressing discrimination and inequities is essential to both student

mental health and learning;

4. Physical, cultural, spiritual, political, socioeconomic and organizational

contextual factors are all interrelated and significantly impact the

student learning experience and well-being.

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