Social Paediatrics in Saskatoon in Association with St. Mary's

Social Paediatrics in Saskatoon in
Association with St. Mary's Wellness and
Education Centre
Prepared for
Gary Beaudin, Greater Saskatoon Catholic School Division
Dr. Maryam Mehtar, Department of Paediatrics, University of Saskatchewan
Ceal Tournier, Saskatoon Tribal Council
December 2011

Acknowledgements
The ambitious achievements made by The Paediatrics and Wellness Programs
Associated with St. Mary’s School as outlined in this report were made possible by the
combined efforts of the partners and professionals involved in this project.
Partners
Greater Saskatoon Catholic School Division
Department of Paediatrics, University of Saskatchewan
Saskatoon Tribal Council, Health and Family Services
© Greater Saskatoon Catholic School Division 2011 2

Contents
Preface................................................................................................................................. 4
Acknowledgement .............................................................................................................. 4
Social Paediatrics in Saskatoon in Association with St. Mary’s Wellness and Education
Centre .................................................................................................................................. 5
Social Paediatrics School-Based Clinics ......................................................................... 6
Saskatoon Tribal Council ............................................................................................. 17
Agility Program ............................................................................................................. 19
College of Nursing ........................................................................................................ 23
Lung Association ........................................................................................................... 26
Psychology .................................................................................................................... 28
Psychological/Child and Family Services/Mental Health and Addictions ................... 32
Nutrition Services .......................................................................................................... 34
The Namaste Yoga Program ......................................................................................... 36
Vision Care .................................................................................................................... 40
Eye See Eye Learn Clinic Optometric Program ............................................................ 40
Appendix ........................................................................................................................... 45
Testimonials .................................................................................................................. 46
© Greater Saskatoon Catholic School Division 2011 3

Preface
This document has been prepared for the sole purpose of providing the Greater
Saskatoon Catholic School Division, Saskatoon Tribal Council and the Department of
Paediatrics, University of Saskatchewan with additional information on the
Paediatrics and Wellness Programs associated with St. Mary’s School. This report
provides supporting documentation to the Greater Saskatoon Catholic School
Division and partners involved in the services. All information contained within this
document has been provided by the partners and individuals involved in the direct
programs and services outlined in this report.
Acknowledgment
The participants of this report would like to express their sincere gratitude to Gary
Beaudin, Consultant for the Greater Saskatoon Catholic School Division (GSCSD) for his
vision, creativity, valuable guidance and continuous encouragement over the past three
years in the development of the programs and services associated with St. Mary’s School
Paediatric Program. "His commitment to secure services for children and families who
live in poverty has been instrumental in the establishment and growth of the program."
Genuine thanks to Gordon Martell, Superintendent, for his ongoing support of this
concept, encouragement and its promotion, in the spirit of innovation and social justice.
Special thanks also to Owen Fortosky and Darryl Bazylak, former Principals and Tony
Bairos, Principal of St. Mary’s Community School for their openness and willingness to
support the development and expansion of a Paediatrics program and services that would
support the children and families in the St. Mary’s Community School, neighbourhood
and surrounding area.
The participants of this report would like to appreciate the Greater Saskatoon
Catholic School Division for providing the space and equipment supporting the
Paediatrics Clinic, Ceal Tournier, General Manager, Saskatoon Tribal Council (STC)
Health and Family Services for providing the salary and support for the Administrative
Assistant for the Paediatrics Clinic and finally the Department of Paediatrics, University
of Saskatchewan for their vision, leadership and dedication to working with children and
their families in providing paediatric health services throughout the school system.
The originator of this report, Gary Beaudin wishes to thank all of the partners and
professionals involved in this project for their ongoing commitment, inspiration and
encouragement to the Paediatric Program and Services associated with St. Mary’s
School. Special thanks to Dr. Maryam Mehtar for her passion and genuine interest in
paediatric care for children and families in the core neighbourhoods and without whom
this project would have been a distant reality.
© Greater Saskatoon Catholic School Division 2011 4

Social Paediatrics in Saskatoon in Association with St. Mary's Wellness
and Education Centre
“Healthy citizens are the greatest asset any country can have.”
~Winston Churchill~
The treaty process in Canada brought many changes to the lifestyles of First
Nations People. Among the many treaty promises made by the Crown, First Nations
Communities were to be given a ‘medicine chest’ so their people may have access to
vaccinations and other Western medicines. Since colonization, access to traditional
medicines and healing practices had become limited therefore the ‘chest’ was needed.
The aim of this report and vision of its partnerships is to honour the spirit of those
treaties, restore services and reach the exceptional standard of care all members of
Saskatoon deserve. Many citizens take for granted the simple tasks necessary for
adequate healthcare. Things such as access to awareness programs, health services, even
transportation are not readily available to many Saskatoon families.
These issues, along with a vision for justice and equality, inspired a group of
individuals to come together and examine the deficiencies in their own communities.
The issue at hand was the lack of access to primary health and wellness services for
children and families living in neighbourhoods surrounding St. Mary’s Community
School. Services such as: paediatrics, vision care, physical activity and mental health
were virtually absent when compared to other areas of the city. The ability of St. Mary’s’
community residents to supplement these services was not possible due to the fact that
the average household’s annual income was below 30,000. Ironically, the areas in
Saskatoon that needed the most services had the least available.
Eventually it was decided that a creative solution was needed. Three agencies:
Greater Saskatoon Catholic Schools, Saskatoon Tribal Council Health and Family
Services and The Department of Paediatrics, University of Saskatchewan came together
to explore what they could do to bridge service gaps and bring in services that all
residents were entitled to. Each organization had respective assets that it could bring to
the table individually, but if combined the integration of their assets had the possibility to
transform the way health and wellness services were delivered to low-income children in
Saskatoon and throughout Canada. The partnerships maintain a dedicated goal to share
resources and deliver services in a caring and sincere way, so that all children may
benefit from the medicine chest.
© Greater Saskatoon Catholic School Division 2011 5

Social Paediatrics School-Based Clinics
Paediatric School-Based Clinics provide comprehensive paediatric care within
schools for all children who live in Saskatoon’s low-income neighbourhoods. The
program brings together the discipline of Social Paediatrics while utilizing School-Based
Health Centers as a vehicle to provide care.
The traditional model of healthcare delivery by appointment in doctor’s offices or in
an emergency department, does not meet the need of many children and adolescents.
Despite the advances made in providing treatment at tertiary levels of care, advances in
medical technology and newer treatments for many medical diagnoses, different
morbidities are emerging, a consequence of the social determinants of health.
Paediatric Clinic at St. Mary Community School
Barriers to accessing care are greater for families living in poverty. Children with
unmet physical, mental and/or psychosocial health needs are less likely to learn and more
likely to perform poorly in school. For example, children with undiagnosed or
uncontrolled asthma sleep poorly, are more tired and therefore have difficulty sustaining
attention during the day; a child with a disruptive behavior disorder is more likely to be
suspended or be absent if suffering from an unrecognized anxiety disorder that manifests
itself at school.
© Greater Saskatoon Catholic School Division 2011 6

The overarching patient demographic that we provide services to are those children
who live in poverty. It is important to recognize the subsets of populations that fall into
this category:
• First nations and Métis children/youth
• Children/youth who reside in foster care
• Children/youth who are involved with the justice system
• Children /youth who drop out of school
• Street youth
• Children/youth from immigrant and refugee families
There is a disproportionate overlap of children/youth of Aboriginal ancestry who
reside in foster care, become involved with the Justice System and who drop out of
school. We have an obligation as healthcare professionals to address this issue.
In May 2007, the Clinic at St. Mary’s Community School was opened followed by a
clinic at W.P. Bate Community School in April 2008.
St. Mary Community School
The services by Pediatricians include:
1. Comprehensive healthcare including management of chronic medical and mental
health conditions, screening and anticipatory guidance.
2. Mental health services which include evaluation and treatment, crisis intervention and
counselling, follow-up and referral.
© Greater Saskatoon Catholic School Division 2011 7

3. Prevention and intervention services which help to identify students at risk.
4. Participating in case conferences/team meetings.
5. Acting as a resource to parents, schools, colleagues or community groups as required
(lectures, question and answer sessions, telephonic/in-person).
Definitions:
Social paediatrics:
• Providing care to infants, children and youth, recognizing that the child exists within
the context of the family, the community and society; and that it is not just biology
and genetics, but the social constructs like economics, politics, history, gender, race
culture and ethnicity that affect the health and well-being of children.
• The principles embodied in the United Nations Convention on the Rights of the Child
(UNCRC) are incorporated in the practice of Social Paediatrics; providing a legal
framework for working towards improving policy, accountability and social justice.
Comprehensive School Based health:
• Bringing the ‘doctors’ office into the schools as a means to improve accessibility for
disadvantaged patients and families, working cooperatively with the schools to
become an integral part of the school environment, offering a range of services in a
multidisciplinary environment.
© Greater Saskatoon Catholic School Division 2011 8

• Student education, health and mental health through a shared family-schoolcommunity
approach.
Purpose/goals of service:
1) Building relationships: with children and youth, families, the community and schools,
by:
o Acknowledging and respecting people’s culture/s and life experiences acknowledging
the effects of institutional racism and intergenerational poverty on health.
o Being non-judgmental, respecting confidentiality.
o Listening to the communities’ ‘needs’, not healthcare workers ‘wants’ respecting
existing services within the schools and the community.
o Working together across disciplines and professions as a multidisciplinary team
which includes the communities in which we practice.
o Serving as role-models /and or mentors in the lives of children and youth.
2) Advocacy - for patients and families using the principles of the UNCRC:
o Health Care:
Improved access: the right of all children to access appropriate services in a timely
manner; helping to negotiate the barriers that exist for children and youth living in
poverty.
© Greater Saskatoon Catholic School Division 2011 9

o Education:
Mental health and/or behavioural problems and diagnoses can have a negative
impact on school attendance/performance; we can advocate to and work with the
schools on behalf of children and youth around these issues.
o Ministry of Social Services:
Advocacy around income, housing and for children residing in foster care.
o Justice and Law enforcement:
Advocate for youth involved with the juvenile Justice System in order to address
their undiagnosed mental health needs rather than criminalizing youth.
3) Accountability:
We are accountable to our patients, the community, our partners and our profession
by:
o Soliciting feedback from patients, families and our partners and colleagues as
necessary to improve services.
o Program evaluation
o Clinicians meetings
o Implementing the standard of care by keeping current with evidence-based
practices; participating in continuing medical education.
4) Standard of Care:
o Every infant, child and youth has the right to the STANDARD of health care
irrespective of income, race, gender, culture or ethnicity.
5) Accessible/decrease wait times:
o No referral from a family doctor required; patients, families and schools (with
parental consent) are able to refer patients.
o Flexibility regarding scheduling, in order to reduce the wait to the initial visit.
© Greater Saskatoon Catholic School Division 2011 10

o Urgent cases are /should be discussed with the paediatrician so that patients
are seen in a timely manner.
o Transportation to and from appointments are facilitated through the schools.
6) Collaboration across sectors/disciplines/professions:
o The influences on health are complex; improving the health and well-being of
children and youth living in poverty requires collaboration across professions,
disciplines and sectors.
7) Training and Teaching:
There are 2 components to teaching:
a) The School-Based Social Paediatric Program provides us with the opportunity to
expose paediatric residents and medical students to a non-traditional model of care in
which they learn about:
o Social accountability
o Advocacy, not only for individual patients but at the community and societal
level.
o The effects of the social determinants on health. We have recently established
a school-based clinic at St. Mark's elementary school. This environment is
enabling us to teach first year medical students paediatric clinical skills in the
Kindergarten age-group, exposing medical students to a non-traditional
teaching environment. At the same time, it provides the families of students
© Greater Saskatoon Catholic School Division 2011 11

eing seen with the opportunity to have access to a Paediatrician should they
consent to participating in this program.
b) We are able to educate patients and families during our encounters, not only
around their medical diagnoses, but also in regards to available resources and
appropriate standards of care.
Participant Description:
1. Database: 900 patients from May 2007 to January 2011.
2. Schools: we are based in 2 schools; linked with about 20 schools.
3. An average of 2-4 follow-up visits/year depending on the patient’s needs; follow-up
may be more frequent.
Types of issues:
1) Mental Health/Behavioural problems:
o Since the establishment of school-based paediatric clinics in Saskatoon more
than 4 years ago, it has become evident that mental health and behavioural
issues represent a significant concern amongst school-aged children in low
socioeconomic neighbourhoods.
o Approximately 80% of patients are ‘referred’ to the clinic because of a mental
health and/or behavioural problem. Aggression and other disruptive behaviour
disorders, Anxiety, Depression and Suicidal Ideation, Attachment disorders
are common. Patients commonly present with more than one
problem/diagnoses. The mental health problems reflect the difficulties that
disadvantaged children/youth struggle with: poverty and the lack of adequate
resources, increased exposure to violence, being part of a visible
minority/racism, and social exclusion.
2) Developmental disabilities:
o Often co-exist with behavioural issues. Human development is shaped by a
continuous interaction between biology and experience. Growing up in
poverty greatly increases the probability that a child will be exposed to
environments that impose significant burdens on his/her well-being. This
© Greater Saskatoon Catholic School Division 2011 12

shifts the odds toward more adverse developmental outcomes. Inadequate ageappropriate
screening as part of routine paediatric primary care, lack of
continuity of care, lack of resources and accessibility within this social context
contribute heavily to poor developmental outcomes.
3) Medical Diagnoses/problems:
o Obesity, asthma, chronic skin diseases, and infectious diseases.
o The spectrum of medical diagnoses partially reflect the environment in which
children/youth in low-income Saskatoon live:
o Lack of adequate affordable nutrition
o Exercise facilities and recreational opportunities
o Inadequate/substandard housing and overcrowding are important
contributors to morbidity and are directly related to these diagnoses
Challenges:
1. Inadequate Resources:
a) Human Resources:
i. Paediatricians - in order to expand to more schools and continue meeting the
complex demands of children/youth and families, we need to increase the number
of paediatricians working within our school-based clinics. The recognition that
some of the newer morbidities facing our healthcare system is closely tied to the
social determinants of health; that the burden of disease is increased in
© Greater Saskatoon Catholic School Division 2011 13

populations living in poverty; and that diseases in infants, children and youth
carry through to adulthood support the argument for service provision by
paediatricians as a part of a community based healthcare team in school
environments.
Our ‘wait’ times for elective, non-urgent cases have increased from 1-2 days in
2007 to 4 weeks in 2010. The ‘in-clinic’ days have increased from 3 to 4
days/week. Day 5 is generally reserved for case conferences, urgent cases and
meetings.
We continue to work flexibly with the schools in order to accommodate urgent
referrals in a timely manner, and accommodate walk-in patients. However, given
the increased mobility and transiency of patients and families (often secondary to
social issues related to housing concerns, placement changes for children in foster
care); the burden of environmental traumas that continuously contribute to
morbidity, the need to see patients in a timely manner is a priority.
ii.
Social workers who will see families and do outreach work and follow-up
between clinic visits (this would in no way replace the school social workers with
whom we have the privilege to work with).
iii.
Nurse practitioner
iv.
Subspecialists such as Developmental Paediatricians and Child Psychiatrists
doing regular clinics in school.
b) Financial resources/remuneration:
o For the majority of participants in the school-based clinics, being salaried
would enable consistent outreach services, and educational/therapeutic
sessions in groups or within classrooms therefore helping expand ways in
which to educate and treat our patients.
o Having to make choices in regards to patient management based on the
restrictions around billing and remuneration is not optimal.
© Greater Saskatoon Catholic School Division 2011 14

o As services expand, so does the need for more equipment and the funding
thereof.
2. Difficulty engaging other sectors: 5 sectors influence the health and well-being of
children and youth in Saskatoon’s core neighbourhoods: Healthcare, Education,
Ministry of Social Services, Justice and Law Enforcement.
o By providing healthcare in schools, and working closely with school staff
we are acknowledging the influence of health on education and education on
health. We have to work towards engaging the other sectors more
consistently as part of our comprehensive school-based model.
o In particular, we need to work more closely with the Ministry of Social
Services to improve the quality of care, maintain continuity of care and
provide at least one trusted/constant relationship for children in foster care
(through the team of healthcare workers in schools).
3. Territorialism: particularly within the healthcare sector.
o Healthcare and the provision of services is a collective responsibility; if we
are to treat patients in a more holistic manner we need to recognize the
overlap of services within a multidisciplinary community-based (school)
setting.
4. Loss to follow-up: Transitions from school to school, elementary to high school and
within the foster care system when placements change, contribute to the loss of
continuity of care.
Future opportunities:
1. School-Based Health is an important, successful healthcare delivery model that is
utilized in many other countries to provide accessible care to children and youth who
live in high-risk urban populations. Advocating for more Paediatricians in schools as
part of a multidisciplinary school-based team is an essential component of our future
goals. This relates to service provision, as well as entrenching this model in medical
schools and paediatric residency programs.
© Greater Saskatoon Catholic School Division 2011 15

2. Expansion into more schools to further enhance accessibility to students and families:
In January 2012 we will start regular clinics within E.D. Feehan High School. High
school students and adolescents have some unique health care issues. Being able to
address this in an environment that is familiar/non-threatening can help to address
this. As with all the school-based clinics, children within the daycare at ED Feehan,
students from other schools, as well as children within the neighbourhood would be
able to access the clinic.
3. Negotiating for more funding and services within schools in order to expand the
range of health care services offered. In particular, developing this model in
Saskatoon to effectively treat children/youth who struggle with mental
health/behavioural problems within a familiar and trusted environment.
4. Bringing more learners (medical or from other disciplines) into the school-based
clinics and exposing them to a different model of providing access to care for
marginalized populations.
5. Over time, demonstrate that by improving healthcare we introduce the reciprocal
relationship of improving education and health.
Conclusion:
The Department of Paediatrics is privileged to work alongside the Greater
Saskatoon Catholic School division, the Saskatoon Tribal Council, as well as with the
Saskatoon Public School Division in addressing the healthcare needs of children and
youth in Saskatoon’s low-income neighbourhoods. This privilege extends to all the staff
at schools that access our clinics and to the individuals providing the services in the
respective associated programs. We are fortunate to work with the families and children
whom we provide care to. In addition, Dr. Mehtar wishes to express her sincere gratitude
to Dr. Bill Bingham, Owen Fortosky and Gary Beaudin
© Greater Saskatoon Catholic School Division 2011 16

Saskatoon Tribal Council
Providing opportunities to improve quality of life has been the value added
ingredient of the Saskatoon Tribal Council (STC) since Felix Thomas became Tribal
Chief in October 2008. Leadership and staff had long been aware that the health status of
their members rarely equaled that of the general Canadian population. This was officially
confirmed by the findings in The First Nations Regional Longitudinal Health Survey
(commonly abbreviated to RHS). Unique in the world, it is longitudinal in nature and
collects information based on both Western and traditional understandings of health and
wellbeing. The first wave was completed in 1997-98 and was followed up with Wave II
(2003) and Phase 3 (2008). Further evidence was made available in 2005 when the first
health index completed by the World Health Organization (WHO) showed that
Canadians’ health status consistently ranked as one of the top three countries in the
world. Further analysis (using WHO’s methodology) showed that Canada’s First
Nations’ people often fell below third world countries in several important measures.
It was this background that led to STC’s involvement in a research project
focused on the City of Saskatoon’s population health status funded by the Canadian
Institute of Health Research (CIHR). The initial findings of the Health Disparity in
Saskatoon report (officially released in November 2006) were disconcerting, revealing
disparities beyond anything even STC expected to see. Disparities ranged from 30% to
over 3000%. Anything beyond a 10% disparity is normally responded to with
aggressive strategies of redress. This response by the mandated authority/authorities did
not occur. It was left to the Saskatoon Tribal Council and concerned community and
public service organizations to address the gaps as best they could.
STC Leadership strategically responded to address the disparities faced by their
members and First Nations people living in Saskatoon. Focusing on the strengths,
knowledge and demonstrated successes of the on-Reserve programs, STC launched their
Saskatoon Core Neighbourhoods Immunization Program in May of 2006. One of the
findings in the Health Disparity in Saskatoon report was that children living in the six
core neighbourhoods (predominantly First Nations) had immunization rates ranging from
29% to 40%. This translated to a gap of anywhere from 45% to 80% in immunization
coverage.
Shortly thereafter, the Greater Saskatoon Catholic Schools (GSCS) approached
STC with the idea of a collaborative partnership between the parties and the University of
Saskatchewan, College of Medicine, Department of Paediatrics to address some of the
© Greater Saskatoon Catholic School Division 2011 17

access difficulties for health services for children in the core neighbourhood. The
proposal was simple and has proved extraordinarily effective. The GSCS would provide
clinic space at St. Mary’s School; STC would provide the administrative and support
personnel; the University would provide the Paediatrician(s).
From a simple meeting of three parties willing to commit to making an
improvement, has grown this service and the expansion of health services located within
the Social Pediatric Program at St. Mary’s School and the new STC Health and Wellness
Facility on 20 th Street. Currently STC provides the following supports for this program;
one FTE support person for the paediatrics clinic, funding contributions for equipment
purchases, governance, consultation, leadership, supplementary funding for fitness
initiatives and associative services through many of our other programs.
Quality health services were promised in the medicine chest clause of Treaty #6,
STC is proud of the work that has been accomplished to this end through the respectful
and collaborative partnership with GSCS and College of Medicine (U of S). In addition,
the STC Health Centre on 20 th Street continues with the Immunization Program showing
a great improvement in coverage rates (please see reports/lectures/presentations released
by the local Health Region for exact numbers).
Respectful and collaborative partnerships have now become a strategic element of
the work of the STC. Our immunization program has had a profound impact; estimates
of increased coverage now range up to 70% for children in the inner city neighbourhoods.
For more information on the history and vast number of programs and services provided
in the City of Saskatoon please visit the website at www.saskatoontribalcouncil.ca.
© Greater Saskatoon Catholic School Division 2011 18

Agility Program
Upon first beginning the Agility Program, GSCS contracted with Chad Benko,
owner of Synergy Strength and Conditioning, and Meagan Archer, for its
implementation. Chad and Meagan’s leadership was instrumental in creating the
philosophy and foundations for the St. Mary Agility Program.
Today the Agility Program is provided by the Human Performance Center –
College of Kinesiology, University of Saskatchewan. The Human Performance Center
has been involved with the St. Mary’s Paediatrics and Wellness Program since September
2009. The purpose of the Agility Program at St. Mary’s is to provide meaningful activity
classes for students Grades 1-5. For many of the children that attend St. Mary’s, the only
activity they receive in a day is through their participation in the Agility Program. As the
new recommendations from Health Canada are encouraging children to be active for at
least 60 minutes a day – the children’s involvement in the program becomes increasingly
important.
The agility classes are run by CSEP certified CPT’s and CEP’s who are all
students or staff of the College of Kinesiology. The classes are taught using traditional
and non-traditional physical education equipment. Balls, ropes, tubing, agility ladders,
balance equipment - almost anything and everything is used to keep the children moving
© Greater Saskatoon Catholic School Division 2011 19

and having fun. The program modifies techniques used by elite athletes to grade school
level capability. Throughout the program, there is a “focus on fitness” as the physical
activity leaders ensure the students maintain an increased level of heart rate and
motivation or effort at all times. Central to all activity, is improving and developing
movement patterns such as running, jumping, balancing and skipping. The underlining
idea of all Agility Classes is that with increased movement and health comes increased
happiness and fulfilment.
Participant description:
There are three 45 minutes sessions per week provided for grades 1 – 5. In
addition, students are walking from the school to St. Mary’s Hall on Tuesdays,
Wednesdays and Thursdays for their classes.
Agility Program - St. Mary’s School Students
Issues and Challenges:
1. Lack of space or cancellation due to sharing space with the church.
2. Keeping children motivated.
© Greater Saskatoon Catholic School Division 2011 20

3. Teacher involvement (this has greatly improved this year).
4. Dealing with other issues that arise from situations outside of school.
5. The need to come up with a plan for the older children, grades 6 - 8. It would be
unfortunate for the children who have been involved in the agility classes for multiple
years to discontinue the program simply because they have reached a particular grade.
Evaluation
1. Baseline data was completed in September of 2010.
a. The children were evaluated using an assessment tool that Jason Weber,
Coordinator, Human Performance Center, University of Saskatchewan helped
develop for Silverspring School to support their Healthy Bodies Active Minds
program (HBAM).
b. A second assessment in the spring of 2011 will be done to evaluate the
amount of change the children have achieved. It will also be important at this
time to get feedback from the children regarding how they feel about the
program rather than just the statistical analysis.
Agility Program - St. Mary’s School Students
© Greater Saskatoon Catholic School Division 2011 21

Testimonials:
“We go and do Agility 3 times a week. First we run and do different warm ups. We get to
play octopus, capture the flag and all fun games after we work hard. I really enjoy Agility
and I am glad that we have it." – St. Mary’s School Student
“We do Agility 3 times a week. We walk there. When we go to agility we have to change
our shoes. We have to run two times to warm-up. We get to play a game at the end. We
are lucky to have agility.” – St. Mary’s School Student
Agility Program - St. Mary’s School Students
© Greater Saskatoon Catholic School Division 2011 22

College of Nursing
The primary goal of the St. Mary’s Community School partnership with the
College of Nursing is to complement the existing healthcare and social services available
at the school by providing health education to the school children. The program began in
the spring of 2007 with 26 nursing students participating in the program since that time.
School settings provide a rich environment for nursing students to integrate
community-based theory taught in the nursing program into a practice setting. It also
helps build the students’ ability to communicate, collaborate, and contribute to
Population Health Promotion and Primary Health Care in an interdisciplinary community
setting. Population Health Promotion and Primary Health Care, the basis of community
health in Saskatchewan, can be “brought to life” for nursing students while working in a
school environment. Students learn to become a member of a community while
participating in health promotion activities with students, classes, teachers, and parents in
promoting health and wellness of populations within the school and the larger associated
community.
The objectives of raising health awareness are:
1) To address health education interests and needs identified by the school, children,
teachers and the community.
2) To increase the interaction of school children and healthcare providers in nonthreatening
(non-medical treatment related) atmosphere.
3) To create health education tools that contribute to school-based resources for health
promotion that address the curriculum and “out of the box” programs that address the
unique context of the school and the challenges faced by children in schools today.
The objectives of the College of Nursing and GSCS collaboration are to:
1) Provide a practicum placement for nursing students in St. Mary’s Community School
as a means to increase students’ competencies in school based nursing skills with a
particular emphasis on community assessment, cultural competency and relationship
building.
2) Enable students to identify the determinants of poor health.
© Greater Saskatoon Catholic School Division 2011 23

3) Apply principles associated with assessing capacity and capacity building within the
school population.
4) Work to plan, implement and evaluate interventions/programs.
5) Become knowledgeable about the role and delivery of services of the interdisciplinary
health care professionals that provide services in the school (e.g., Paediatrician,
Optometrist, Psychologist, Social Worker, Elders, Community Liaison and
Community Development Coordinators).
Fourth year students are placed either individually or in pairs for a six week
rotation at the school. There are two rotations for students in the fall term and two
rotations in the winter term. Spring term rotations with six students have occurred twice,
although dependent on the availability of faculty. Students are supervised by a faculty
member of the College of Nursing.
University of Saskatchewan Nursing Students
Types of issues:
1) Physical health (e.g., hand washing, nutrition, exercise, sleep)
2) Environmental Health (e.g., needle safety, first aid, frost bite)
3) Mental Health (e.g., bullying, self-image, mental health concerns)
© Greater Saskatoon Catholic School Division 2011 24

Challenges:
1) Internet connectivity for resource development.
2) Development of staff knowledge in schools regarding the role of nursing students.
The program has been viewed as yet another “win-win” arrangement for schools
and nursing students. The school children, teachers, staff and community benefit from the
development of health education resources delivered by the nursing students and their
collaboration in classroom activities.
The benefits for the nursing students have been their ability to develop:
1) An understanding of the health challenges of the school population and community.
2) An appreciation of the work of the interdisciplinary team in providing services to the
children at the school.
3) A feeling of belonging on behalf of the nursing students as a result of the school’s
welcoming atmosphere.
One of the most tangible outcomes of this program is the hiring of previous
practicum students as permanent employees in the school system. St. Mary’s was lucky
enough to have one such student return after her practicum term with Public Health as a
Public Health Nurse. The program has also allowed the nursing students to be involved
with the “Archaeology in the City”. A program through the Department of Archaeology
at the University of Saskatchewan, which provides students with an appreciation for the
historical context of the Pleasant Hill Community.
This practicum placement was developed from an interest in contributing to the
services at St. Mary’s Community School through the education of nursing students in
the College of Nursing. The College of Nursing has provided practicum placements for
nursing students in many schools in Saskatoon with both school boards. This particular
placement was developed truly through a community development model of relationship
building and accessing resources. The faculty members from the College of Nursing and
the GSCS members were initially linked through other community groups and committee
work. Brain storming and collaboration created an opportunity to explore the potential for
a nursing student practicum at schools.
© Greater Saskatoon Catholic School Division 2011 25

Lung Association
The Lung Association of Saskatchewan provides spirometry testing for children
with asthma or symptoms of asthma. The spirometry testing began in August, 2008 with
one staff member from the Lung Association attending the paediatric clinic on
Wednesday mornings. Education regarding the control of asthma is also available for
families and teaching staff.
Participant Description:
1. Spirometry testing is usually available 3 days per month.
2. Children are scheduled to be tested or are invited to leave their classroom to have the
testing done.
3. This school year, 25 children have been tested.
Types of issues:
1) Appropriate space for testing: Privacy is an issue in the clinic. At times, spirometry
had to be delayed while another patient was being treated by the physician. A solution
was found when the paediatric clinic staff located a room that is available Wednesday
mornings for spirometry testing.
2) Appointments not kept: This is an issue for other programs as well. Since there are
many factors involved, this issue will not be easily resolved.
3) Awareness of lung health issues: There is a need for education for teaching staff and
families about lung health and asthma. The problem is finding the best time to have
this happen.
Challenges:
• Lack of a paediatric respirologists to read the spirometry results and treat the
severe cases.
© Greater Saskatoon Catholic School Division 2011 26

Future opportunities:
The clinic space in the new school will provide a more efficient area for testing and
education. The professionals providing services will hopefully be able to coordinate
activities. A partnership with the public health nurses and medical staff at other schools
would be very helpful. Spirometry testing could be offered to students at other schools in
a more efficient way. It would be great to have a “lung day” where students are seen by
the physician and tested in one visit.
Outcomes:
1. Children with asthma have been identified.
2. Children requiring follow-up due to poor control of their asthma have been identified.
3. Teaching staff have become aware of lung health issues.
© Greater Saskatoon Catholic School Division 2011 27

Psychology
Dr. Myrna Willick began providing psychological counseling, therapy, and
behavioural consultation services in association with the St. Mary's Pediatric Clinic in
November of 2008. She began on a part-time basis and expanded her hours to
approximately 3 days per week, beginning in September 2009. It has been necessary for
Dr. Willick's services to be funded by external/private sources; at this time, Dr. Willick
has two billing sources, the First Nations and Inuit Health Branch (FNIHB) via the Non-
Insured Health Benefits Crisis Counselling Services; and the Ministry of Social Services
(M.S.S.) for foster children who are referred to her by the paediatricians. Currently Dr.
Willick is accepting referrals primarily from the paediatricians with the clinic, school
administration, and school social workers and counselors within both school systems.
The goal of Dr. Willick's service with the Paediatric Wellness Program is to
provide clinical psychology services to disadvantaged children/youth and their families,
particularly those children and youth who have not connected well with other existing
mental health services for a variety of reasons (e.g., family circumstances making it
difficult to access services; distrust of the provincial mental health system as a result of
the history of institutional racism experienced by Aboriginal people; poor fit between
services offered and family's comfort level with seeking mental health support).
St. Mary's Paediatric Clinic
© Greater Saskatoon Catholic School Division 2011 28

Participant description:
2009/10 school year:
• 36 clients total:
o 14 continued regular visits into 2010/11 school year
o 11 through M.S.S., 22 FNIHB, 3 other
o 19 Public Schools, 17 GSCS
o 26 elementary (and individual counselling with 4 parents of elementary
children)
o 7 high school students
• Number of sessions:
o range 1-22, average of 9 sessions
o 14 had 12-22 sessions
o 15 had 2-10 sessions
o 7 had one session
2010/11 school year:
• 34 clients total to date:
o 14 carried over from 2009/10 school year
o 11 through M.S.S., 22 FNIHB, 1 other
o 19 Public Schools, 17 GSCS
o 18 elementary (and individual counselling with 3 parents of elementary
children)
o 13 high school students
• Number of sessions:
o range 1-25, average of 10 sessions
o 14 had 12-22 sessions
o 15 had 2-10 sessions
o 4 had one session
Clients referred to Dr. Willick range from ages 4 to 17, and present with a variety
of behavioural and mental health concerns. Most common issues include externalizing
issues (e.g., defiance, aggression, oppositional behaviour problems); depression, anxiety,
self-harm and suicidal ideation; and difficulty coping and adjusting to issues associated
with poverty, being a member of a visible minority, being in foster care (including
attachment disorder), as well as grief and loss.
© Greater Saskatoon Catholic School Division 2011 29

In order to improve accessibility of services for clients who have not typically had
adequate access to mental health services, Dr. Willick has adopted an outreach/schoolbased
mental health model. Whenever necessary, clients are seen at their schools for
regular visits, including meeting parents within the school environment when family
involvement is possible. Home visits are also necessary at times and welcomed by those
families who would otherwise have to transport small children by bus or by walking
several blocks. For many of the families, getting to regular (weekly) visits is a hardship
on parents who are employed, have responsibilities to younger children or who are taking
post-secondary education themselves. An outreach model is logistically difficult, and it
necessarily means seeing fewer clients per day than could be seen in a clinic office.
However, the success of this model is apparent when considering that many of these
clients would not receive treatment at all if they were not seen within their schools.
Although it is challenging to include parents in regular follow-up visits in this model,
attempts are always made to maintain contact with parents by telephone and follow-up
visits whenever possible.
Challenges:
The most significant limitation of relying on private billing sources is the
restrictions this places on who can and cannot be seen for psychological services.
Ideally, any and all disadvantaged children and youth who are in need of psychological
counselling or therapy should be able to access these services. For example, the
paediatricians frequently see immigrant, Métis, or majority culture children and youth
who cannot access Dr. Willick's services via her current billing sources. As well, private
billing sometimes places restrictions on the number of sessions available and the type of
services that can be provided (e.g., no funding for cognitive assessments, group therapy,
psychoeducation groups, or general consultation to teachers that is not related to a
specific child). Alternative funding and partnerships are being sought to remedy these
restrictions and disparities.
The need for clinical psychology services for disadvantaged children and youth is
immense, and the gaps within the existing system are clear to anyone working with this
population. Dr. Willick’s referrals and wait times have been increasing steadily. There is
a clear need for additional psychologists and other mental health professionals working
within a school-based model that encompasses both of the school systems as well as
partnerships with the Ministry of Social Services, Addiction Services, and the Justice
System. Only when each of these crucial elements come together will it be possible to
say that we are fully addressing the mental health disparity that exists for disadvantaged
populations.
© Greater Saskatoon Catholic School Division 2011 30

Benefits:
While no formal outcome data has been gathered, the benefits of having access to
school-based clinical psychology services have been voiced repeatedly by teachers,
school mental health workers (social workers and counselors), parents, and the children
themselves. One adolescent, who had difficulty accepting help in the past for numerous
losses, traumas, and self-medicating addictions, reported: “It was hard to trust you at first,
but this helps. I don’t have anyone else I can talk to about this stuff.” This was after one
year of regular outreach sessions that had progressed from being simple relationship
building visits to genuine psychotherapy, including grief counseling and
psychotherapeutic interventions and strategies. Young people such as this would not be
seen by a psychologist if it meant traveling to a downtown office; not necessarily because
of physical accessibility, but because of difficulty trusting any professional who requires
them to be seen outside of their community. For youth of aboriginal decent, this lack of
trust is clearly a result of our history of institutional racism and colonialism.
School social workers have spoken of the difficulty they have had helping some
disadvantaged families to feel comfortable with accessing external psychotherapy
services because of past negative experiences with “institutional” or hospital-based
agencies. Families of similar situations have since indicated their satisfaction with the
flexibility and accessibility of a school-based model and the team-approach that is made
possible through the partnerships between the school systems and the Paediatric Clinic.
© Greater Saskatoon Catholic School Division 2011 31

Psychological/Child and Family Services/Mental Health and Addictions
Overall Goals of Program:
1. To provide consultative services to school personnel and other professionals
regarding mental health concerns of children.
2. To provide consultation and information to parents, grandparents and caregivers
regarding their children’s behavioural and mental health concerns.
3. To provide brief family oriented therapy and support to children with behavioural and
mental health concerns at the community level (school) to whom service may
otherwise not be available.
4. To provide a linkage to and act as a conduit through which Mental Health and
Addictions Services may be accessed.
Bryan W. Barker is a Registered Psychologist with Child and Youth Services,
Mental Health and Addiction Services, Saskatoon Health Region. Psychology services
began in the fall of 2009 and consist of a half day per week dedicated to the St. Mary’s
school population and a similar amount of time to other community schools (W. P. Bate
location) with the purpose of:
• Providing mental health assessment, consultation and treatment within the context
of a community setting more readily accessible to families.
• Supplementing existing health and educational services (Paediatric Program;
School Personnel) through close cooperation and consultation.
The numbers of clients overall exceed 70 patients over the period of fall 2009, to
the present with approximately half from St. Mary’s School. The number of sessions
varies greatly from 1 to 6 with a small number of participants, approximately 6 to 12
contacts. Appointments typically involve the child and/or other family members, school
personnel, and/or community professionals.
Issues focused on are typically related to: aggression/anger and disruptive
behaviour in the context of home and school; anxiety and internalizing disorders
associated with poor school performance; and family disruption, dislocation and
dysfunction.
© Greater Saskatoon Catholic School Division 2011 32

A constant challenge remains the complexity of the problems in the context of
poverty and housing issues (transience, addictions, and family violence). Continuity
required for effectiveness of therapy is usually compromised by inconsistent attendance.
The results are often difficult to determine because of dislocation and movement
of students and families. However, evidence of bringing cohesive health support to the
significant teaching efforts of the school appears in the positive attitude of school faculty.
This attitude is surely a positive influence on all the students involved.
© Greater Saskatoon Catholic School Division 2011 33

Nutrition
Nutrition is vital to any health service. Many illnesses have a nutrition
component either as an etiology or as a treatment course. Registered Dietitian services
are a natural compliment to any wellness program.
Nutrition consulting services are provided by a registered dietitian and are
available at St. Mary’s School up to 90 hours per school year. The goal of the services is
to provide evidence-based nutrition to the community, families, students and staff at St.
Mary’s School.
Nutrition services ultimately cover three main areas:
1. Clinical nutrition services to paediatrician and paediatric clinic.
2. Support to school nutrition program and coordinator.
3. Health promotion activities with teachers and students as time allows.
Since the clinic sees children of all ages, nutrition concerns vary greatly.
Nutrition services include support for infants in terms of introduction of solid foods,
growth, constipation or diarrhea, and picky eating information for caregivers of toddler
and preschoolers. School aged children can have any number of nutrition related
concerns including anemia, constipation, and poor appetite due to medication use or lack
of variety in diet.
© Greater Saskatoon Catholic School Division 2011 34

The registered dietitian also works with the school nutrition coordinator to
enhance the current breakfast, lunch and snack program at St. Mary’s School. Current
efforts are to provide and support education opportunities to food service staff working
with the nutrition program. The dietitian will be consulting with the school nutrition
coordinator in areas such as meal planning, portion sizes and label reading.
As time allows, nutrition presentations or projects are prepared that complement
the existing school curriculum. Topics include but are not limited to nutrition and
digestion, Canada’s Food Guide, label reading, how to choose healthy foods for a healthy
body and eating for activity.
Proper nutrition has been linked to academic performance including improved
memory and concentration. In support of this knowledge, in February 2010, the Greater
Saskatoon Catholic School Division enacted a nutrition policy. Supporting documents
include Nourishing Minds and Healthy Foods for My School which are available on the
Ministry of Health website. Nutrition services will support these documents as time
allows. As nutrition services increase then more supports to the existing policy will be
able to take place.
Theo Phillips, RD is a registered dietitian and private consultant in Saskatoon and
is a member of Dietitian’s of Canada and the Saskatchewan Dietitian’s Association. She
has been providing nutrition consulting services to St. Mary’s School over the past school
term.
© Greater Saskatoon Catholic School Division 2011 35

The Namaste Yoga Program
The Namaste Yoga Program teaches children and youth the basics of Yoga to
help live more balanced and healthy lives. Yoga is an age-old health and wellness
practice that integrates the physical, mental, emotional and spiritual self.
Marie Brown Berg is a Registered Yoga Teacher and has been studying yoga
since 1999 and teaching in Saskatoon since 2005. The program was initiated in April of
2009 with Marie as the yoga teacher. The purpose of the Namaste Yoga Program is to
offer the children/youth of St. Mary's school an alternative health and wellness program
that will give them the necessary skills they need to become centered and calm
individuals. This yoga program teaches the children/youth exercises to bring strength and
flexibility to the body, breathing techniques to help calm and focus the mind and
relaxation practices to control stress and other basic psychological issues. i.e. anxiety,
depression.
The goal of Yoga is to teach all students to accept themselves, and all others, for
who they are. Namaste means: “I honor the place in you, which is love, integrity and
peace. When you are in that place in you, and I am in that place in me, we are one.”
Participant description:
1. Number of participants 15-20 children/youth per lesson.
2. The Namaste Yoga Instructor (Marie) visits St. Mary's, St. Michael's and St.
Frances once a week for 2 hours at each school.
3. Each student group receives 30 minutes of yoga instruction every week for the
entire school year, (4 x 30 minute yoga lessons per school/per week).
Types of issues:
1. Inability of students to listen, focus and respect others and themselves
2. Hyperactivity
3. Low self esteem
Challenges:
1. Large groups make it difficult to work individually with each student.
2. When the school teacher has no previous experience with yoga, it is difficult
for them to support the yoga instructor in an appropriate way, i.e. keeping a
calm and peaceful atmosphere.
2. There is a need for a quiet and warm space, with no disruptions.
© Greater Saskatoon Catholic School Division 2011 36

Benefits:
1. Inner Peace: Through a well-rounded, regular yoga practice students will
experience a calm, peaceful and centered state of being in class. This will
eventually continue into their daily lives. Once they learn the basics of yoga, they
will begin to experience, throughout their day, a deep sense of inner peace.
2. Concentration: After yoga class, in their academics, the students will
experience improved concentration, focus and creativity. Because of the patience
and focus required in yoga class, the student learns what it means to be calm and
present.
3. Strength: Through the yoga exercises practiced in class, students will notice
improved inner and outer strength. They will notice an improvement in physical
strength, flexibility, coordination and balance. Because yoga is non-competitive,
the students will gain improved self confidence and trust that if they do their own
personal best, in all situations, that is enough. Yoga teaches the student self
acceptance and positive mind and body awareness. This is particularly important
with young girls, because of the challenges they often face. i.e. eating disorders,
low self esteem.
4. Empowerment: As the students embrace yoga into their lives, they
are empowered to teach yoga to their friends and family. Yoga will improve selfconfidence
in their abilities to take their health and wellness into their own hands.
5. Self Control: In Yoga class, the students are encouraged to work with their own
"edge". Everyone's bodies are different, so children learn to listen to their own
body to be sure not to go too far in a pose or exercise. Through this practice of
patience and self-restraint the student learns self-control. In their lives they will
be more likely to respond to life's difficult situations with a calm attitude and deep
breath as opposed to quick actions without foresight. Through "dipping a toe" in
meditation/reflective practices, the children learn how the mind works and how to
separate themselves from their emotions; therefore they will be less likely to act
upon negative emotions. Yoga has the power to improve the state of the mind,
and induces positive thinking. Marie believes it will reduce violence in our
communities.
6. Coping Skills: Overall yoga gives the students coping skills for life's
difficulties. i.e. abuse, violence. Yoga is a valuable method for helping children
and youth manage stress and improve their overall health and well-being. Ideally,
© Greater Saskatoon Catholic School Division 2011 37

they will take what they have learned in yoga class, and apply it to their everyday
lives.
St. Mary’s School student
Testimonials:
A grade 3 girl said, after a session of yoga with Marie, "Thank you for helping me find
my peace.”
A grade 3 boy said, after a session of yoga with Marie, "Thank-you for helping me be
healthier and happier.”
A grade 7 teacher mentioned, “After yoga the students came back to my class and began
working on an assignment. One of the boys said to me, "Gee, that yoga really works! I
feel so focused!"”
A grade 3 boy said about yoga, "Yoga is where you find inner peace.”
A grade 2 girl said, after yoga class one day, to the Yoga teacher. "You and yoga are now
a part of our medicine wheel." This particular girl has been doing yoga regularly with
Marie since the program began in April of 2009.
© Greater Saskatoon Catholic School Division 2011 38

A story of empowerment through yoga:
Andrew Hatala is a PhD student doing his thesis on the connection between spirituality and
psychology. He lives with his wife Natania in the St. Mary's Community. Every summer, the
two host a community garden in their back yard, where they invite local children to come and
plant/harvest vegetables. One summer afternoon, as the children were gardening, one of the
girls (age 7) needed a break, so she went to a quiet spot of grass and began to do her yoga
practice. Eyes closed, she was breathing deeply and stretching out her whole body. Andrew
and Natania noticed how calm and peaceful she was. They asked her, “What are you doing
over there?” and she said that she has been doing yoga with Marie at St. Mary's regularly. She
was “finding her peace”. She then proceeded to teach everyone some yoga exercises. Andrew
mentioned this story to the yoga Instructor and said it was a very profound moment.
St. Mary’s School student
© Greater Saskatoon Catholic School Division 2011 39

Vision Care at St. Mary’s School
In 2008, Greater Saskatoon Catholic Schools in
partnership with Dr. Mary-Ellen Andrews from College
of Nursing, University of Saskatchewan, began
preliminary vision testing with elementary students from
St. Mary Community School. With the leadership of Dr. Andrew’s nursing students,
most of the students were screened for basic vision deficiencies. At that time, the school
was already in the midst of seeking several partnerships with various health and social
sector agencies to enhance access to health services for local community and students.
Vision testing was part of a broader and more comprehensive strategy to address the
access and service needs of the school’s population.
Serendipitously and at the same time, The Saskatchewan Association of
Optometrists (SAO) was also working on an initiative entitled ‘Eye See… Eye Learn’.
The SAO was in discussions with the Saskatoon Health Region’s Building Health Equity
Program and other stakeholders considering how vision services could be expanded to
better meet the needs of children in Saskatoon.
In December of 2009, Gary Beaudin from GSCS made contact with optometrist
Dr. Dorothy Barrie, Chair of the SAO’s Children’s Vision Initiative, to request that a
meeting take place. Soon after that request, representatives from the SAO attended a
meeting with representatives from STC Health and Family Services, The College of
Nursing and the Greater Saskatoon Catholic Schools. After the first meeting, all were in
agreement that there were many opportunities to collaborate and improve care. The fit for
this initiative was very timely. Consistent with the ‘outcomes natured’ spirit of the other
St. Mary’s initiatives, the partners were able to open Saskatchewan’s first, ‘in-school’
optometry clinic within seven months of their first meeting.
Eye See Eye Learn Clinic Optometric Program
Children’s Vision Initiative Mission Statement: Dedicated to the prevention, early
detection and management of eye and vision problems, which impact the health,
development, education, and welfare of children.
Goal of the Children’s Vision Initiative and Eye See Eye Learn Optometric Clinic: To
improve the opportunity for learning through the detection and treatment of visual
impairments, to ensure that parents are aware of the importance of eye health
© Greater Saskatoon Catholic School Division 2011 40

examinations, and that children under the age of 18 are eligible to receive on optometric
examination every 12 months with the costs covered by the Ministry of Health.
In Saskatchewan, the provincial government covers the cost of one eye exam
every year for all children under the age of 18. However, Saskatchewan Health statistics
reported that as of September 2009 only 34% of age 5 children in Saskatchewan received
an eye examination.
A complete eye health and vision exam is a critical part of maintaining a child’s
health and well-being, similar to regular immunizations and physician exams. An eye
exam is important for a number of reasons: research shows that nearly 25% of schoolaged
children have vision problems, while 80% of what children learn is obtained
through eyesight. Children with visual problems may not know a problem exists, and
therefore may not bring it to their parents’ attention. Undetected and untreated vision
problems can affect a child’s ability to read, learn, and participate in childhood activities.
Untreated vision problems may result in developmental delays, behavioral, and social
problems. As well, visual demands are dramatically increasing with the exponential use
of digital devices. All of this information is obtained and managed visually (i.e.
computers, cell phones, Smart Boards in classrooms), and comfortable vision at near and
at distance are important to ensure this information is perceived correctly.
In 2006, the Canadian Journal of Public Health published the paper “Health
Disparity by Neighbourhood Income” (Lemstra et.al. 2006). This study identified the
increasing gap in health equity in Saskatoon and the need for the community to work
together to improve the health outcomes of people living in the city’s low-income
neighbourhoods.
Access and coordination were identified as important barriers preventing children
within the core area to obtain an eye examination. Establishing the Eye See Eye Learn
Optometric Clinic would reduce and hopefully eliminate these barriers. Building
alliances with the Great Saskatoon Catholic School Division, local optometrists,
optometric industry partners, and the Saskatoon Tribal Council and school liaisons made
the clinic possible.
The Eye See Eye Learn Optometric Clinic opened April 20, 2010 on the third
floor of St Mary’s School. A media event held on June 15, 2010 in the school library was
well attended by political influencers, media personnel and affiliates of the program. The
period of April and May were used to coordinate equipment, streamline processes and
develop a referral and appointment schedule.
© Greater Saskatoon Catholic School Division 2011 41

The clinic became fully operational in September 2010 providing priority eye
examinations to those children referred by teachers or parents to the clinic and by
beginning in the pre-school and kindergarten classes and moving up to the older students.
In 2011, other schools in the core area will be invited to use the clinic services.
From the beginning of the fall term, September to December 31, 2010, there were
154 children examined through the Eye See Eye Learn Clinic. With optometry being a
health procedure, parental consent was required and coordinated by the St Mary’s School
staff.
Saskatchewan Health covers the cost of an annual eye examination for all
Saskatchewan children under the age of 18. Children requiring eye glasses and who did
not have benefit coverage from the Federal, Provincial or private insurers were provided
glasses through the donations of eyewear by Optiq Frames, lenses from Prairie
Ophthalmics and professional services from InVision Eye Care Centre.
Nursing Student and Dr. Graham Noseworthy in exam room at St. Mary’s School
Types of issues:
1. Arranging for parental consent is required and student referrals arranged by the St
Mary’s School staff. InVision Eye Centre coordinates the appointment schedule and
pre-approval of benefit coverage for the patients of the clinic. It is recommended that
including arranging for an eye examination be included in the standard school year
dental and medical services portion of the parent consent.
2. Assistance from the student nurses and school staff to coordinate the students to
attend their appointments at the clinic was beneficial and greatly appreciated.
© Greater Saskatoon Catholic School Division 2011 42

3. Funding for optometric equipment for the clinic and secure storage of the equipment
and patient files. Dr. David Sherin and Dr. Graham Noseworthy conducted the eye
examinations, and the clinic was managed by Dr. Dorothy Barrie. InVision Eye Care
Centre (Dr. Dorothy Barrie) arranged to provide eyewear, frames fitting, and
optometric assistant and maintained the patient files adhering to the health
information protection act and optometric standards of practice. Dr. Warren Toews
donated an optometric chair and the Saskatchewan Optometric Foundation donated
funding towards other clinic equipment. The Saskatoon Tribal Council and the
Greater Saskatoon Catholic School Division also contributed funding towards a hand
held auto refractor for the clinic.
It has been documented that 80% of learning is based on vision, and healthy eyes
and good eye sight are important for academic success. Schools have become more than
an educational setting – in today’s age of constant change, schools have become centres
for health education and provision, nutritional programs, as well as family education and
support.
Joelle Hinz, Optometric Assistant and St. Mary’s School Student
We look forward to maintaining the clinic in the new St. Mary’s Wellness and
Education Centre which is under construction. Coordinating services of a combined
medical and optometric clinic would be preferred and would likely simplify the arranging
of appointments and scheduling. The Saskatchewan Association of Optometrists
continues to lobby government to providing funding for the optometric clinic and to
endorse implementing the use of the Eye See Eye Learn program within all school
districts in the province. The Eye See Eye Learn program is a public awareness program
promoting and encouraging parents and students to obtain an eye examination prior to
starting school or at least in the early grades.
© Greater Saskatoon Catholic School Division 2011 43

Females
Emmetropes RX -1 to 0 RX + 1 to 0 RX >-1 RX >+1
(No prescription)
(Will monitor -
potential to be
nearsighted)
RX Cyl >-1.5
D
age 3 2 1
4 3 3 1
5 2 1 5 1
6 4 3
7 5 2 2 3
8 1 1
9 4 2 4
10 3 2 1 1
11 2 3 1
12 2
13 2 2
Total 30 1 22 4 3 9
Emmetropes RX -1 to 0 RX + 1 to 0 RX >-1 RX >+1
RX Cyl > -1.5
D
Males
(No prescription) (Will monitor -
potential to be
nearsighted)
age 3 3 4
4 2 1 3 1 1 4
5 4 7 2
6 5 3 1 1 4
7 1 2 1
8 3 2 1 1
9 5 1 1 1 1
10 4 3
11 2 1 1 1
12 2 2
13 1 1 1
Total 32 2 29 5 3 14
Stats:
*154 children had eye examinations and but one has
benefit coverage
*25/154 or 16% had significant astigmatism >1.5 D
*38/154 or 25% had significant refraction requiring spectacle correction
*Children without overage: InVision Eye Care Centre donated the exam,
Prairie Ophthalmics donated the lenses and Optiq donated the frame
© Greater Saskatoon Catholic School Division 2011 44

Appendix
© Greater Saskatoon Catholic School Division 2011 45

Testimonials
“The lives of children and youth are influenced by a variety of social factors that don’t
always fit neatly into boxes labeled education, health, social services or justice. Children
and youth need to experience a responsive school experience that works with the
individual rather than addressing a narrow mandate while leaving the real needs of
children and youth unmet. In schools, children are faced with challenges to their
wellness and, as a result, may experience difficulty learning. When the wellness issues
are addressed, learning can be enhanced. This is a much more fitting approach than
leaving wellness unattended and compounding problems by then focusing on a resulting
learning deficit. The wellness program at St. Mary’s, therefore, is an integral part of
learning improvement. Fostering wellness for living and learning helps the children and
youth of today achieve their goals and closing the gap on health and educational
disparities helps to achieve dreams for the whole community.”
- Gordon Martell, Superintendent Greater Saskatoon Catholic School Division
“The St. Mary’s Pediatric and Wellness Program engages, empowers and educates our
students, families and the community. Many students and families experience community
social factors that make learning to read, write and participate in positive decision making
much more difficult. The programs associated with St. Mary’s Community School are
intended to reverse some of the social effects of poverty and to impact the social
determinants of health by empowering communities to support each other and engage in
positive decision making.
At St. Mary’s Community School, we work in partnership with the Pediatric and
Wellness program to engage our parents and students to support the learning program and
build successful individuals that understand their identity and are able to contribute in a
positive way to our society. When families and individuals interact with the clinic, they
become engaged in improving their levels of overall health and this empowers them to
take ownership of their future and the futures of their children.”
- Tony Bairos, Principal St. Mary’s Community School
“Every Friday we have yoga. My favourite yoga pose is the sleeping pose. I like having
yoga on Friday because it relaxing before the weekend. Yoga is good to end off the
week. I’m so glad that our school gets a yoga teacher.
- St. Mary’s School Student
© Greater Saskatoon Catholic School Division 2011 46

“We have agility every Tuesday to Thursday. Agility is like a hard workout. It is very
tiring after working like that. Agility is fun because we play games too! After agility I
feel more energized.”
- St. Mary’s School Student
"Agility is fun we go there mostly every day. It’s a good way to stretch your body. We
play games and relay races too. We walk to and from agility all the time. We feel good
after agility."
- St. Mary’s School Student
"My time spent as an Agility Program instructor at St. Mary's has been both a rewarding
and positive experience. The kids have had an enthusiastic response to the activities,
games and skills we bring each week. The program has given the kids the opportunity to
develop new motor skills and movement patterns on a daily basis. I have seen their (kids)
confidence grow and their attitudes toward physical activity improve tremendously. The
teacher's have expressed that the activity time spent in the Agility Program has resulted
in wonderful improvement in both the student's behaviour and the overall learning
environment in the classroom. I look forward to continuing my involvement in the
Agility Program's progression and its future expansion to other schools."
- Andrew Leslie – Kinesiology 481 practicum student
"Nutrition is an important factor in health and is one of the most important modifiable
determinants of chronic disease. Healthy food policy, in combination with community
collaboration and available nutrition services, will shape the nutrition habits of the
students, staff and families at St. Mary School. Developing healthy eating habits early on
will not only affect their present health but will impact their future wellbeing."
- Theo Phillips, Registered Dietitian
“As an administrator, I believe it is vital that the spiritual, emotional, intellectual and
physical aspects of a child be nurtured and supported. The additional programs allow
educators and other professionals to work together in supporting students in all four
areas. For too many years educators have been left to address the increasing emotional
and physical needs of children in a setting that is designed for primarily an intellectual
focus. Of course within the Catholic School Division our mandate also allows us to
address the spiritual needs of children. Only in addressing all four areas as needed
for each child will we see student success and growth.
© Greater Saskatoon Catholic School Division 2011 47

The programs empower the local community to support their children. The local
community cannot do everything on their own and are a major piece of the overall
solution. They become part of the team versus an entity that cannot solve the
'problem."
Teachers and other educational staff (i.e. Caretakers and Educational Assistants) know
their primary purpose is to teach students. Unfortunately there are many other factors
which impede student success. Teachers and other staff cannot be the experts in all
areas. The staff I worked with welcomed other professionals into the school with open
arms. This made their lives easier and allowed them to teach students. Working as a
team allowed success for the student and often family. “
- Darryl Bazylak, former Principal St. Mary’s Community School
“As a school social worker, I have had countless opportunities to work very closely with
Dr. Mehtar and the staff at the St. Mary’s paediatric clinic. Dr. Mehtar and the staff have
been pillars of support for numerous families that have accessed the health clinic. Dr.
Mehtar and the staff of the clinic are readily available to talk with parents and care givers
as well as attend school based meetings to educate the school personnel of the best
strategies for working with a particular patient with specific needs. The St. Mary’s clinic
is a caring, understanding, nonjudgmental environment that allows vulnerable families a
feeling of comfort and safety when obtaining medical treatment. The doctors at the St.
Mary’s paediatric clinic are very thorough, making patients feel very satisfied with the
level of care they receive. St. Mary’s paediatric clinic has proven to play a vital role in
supporting children’s education and healthy childhood development.”
- Kim Troesch - School Social Worker, Father Vachon School, Early Intervention
Classroom, St Maria Goretti Community School, Bishop James Mahoney School
“I am writing in support of the services provided by Dr. M. Mehtar and her staff at the
Pediatric Clinic. I have worked with the clinic for 4 years and have found the service to
be invaluable for the parents and children in the schools that I work with. Many parents
in community schools have difficulty getting adequate medical services for their children
or are intimidated by physicians and avoid medical attention for their children. However
I have not had any parents or children who have not felt extremely comfortable going to
see the staff at the clinic. In fact they are so happy with the knowledgeable and respectful
services that they feel valued and able to take charge over their children’s best interests.
The students that are seen at the clinic all want to go see Dr. Mehtar and her staff. They
mention them by name. The result has been many more families access the services of a
paediatrician and also a trained psychologist.
© Greater Saskatoon Catholic School Division 2011 48

The pediatric clinic is able to provide a much more responsive and timely service which
helps the schools work more effectively with students who are struggling behaviourally
and medically at the school. Myrna Willick and Dr. Mehtar come out to the school to
observe the students and to consult with school personnel. This increases the
effectiveness of schools in working with many hard to reach students and creates a
complete team approach to working with very challenging students and their parents.
Our schools have many more students who could benefit from this complete wraparound
service if the service could be expanded out to other community schools.”
- Lorie Alderson, Pam Goulden McLeod, Ev Devlin, School Social
Workers/Counsellors Confederation Park/Mayfair/King George/James
Alexander/Vincent Massey/Caswell Schools
“I have had the opportunity to work with Dr. Mehtar for the past three years as an
educational consultant and a principal. Working with children and families whose lives
are severely impacted by the effects of poverty, poor housing, social isolation and
undiagnosed health conditions can be overwhelming. Many of our children see school as
the most stable part of their lives. Many of the issues these children face cannot be
resolved solely at the school setting.
The holistic approach presented to our families by the Pediatric Clinic, helps identify,
support and solve the health issues are children are facing. Dr. Mehtar has been
instrumental in working with our families to build trusting and safe relationships. She
attends case-conferences at our school, comes out and observes children, sends follow-up
emails and enhances the ‘wrap-around’ philosophy of caring for people.
Dr. Mehtar also acts as a bridge between the school and the family setting. Her
personalized attention is reassuring for both the child’s care-givers and the school staff.
This attention to detail has been the deal-breaker for several of our children. They
continue to attend school because there is a plan of action supporting their needs. I feel
without this support, many of the high risk, high needs children we work with would not
have the success they are currently experiencing.
I look forward to our continued support from Dr. Mehtar and her team.”
- Lisa Fleming, Principal, Vincent Massey Community School
© Greater Saskatoon Catholic School Division 2011 49

Prepared by
Linda D. Martin, Consultant
December 2011
© Greater Saskatoon Catholic School Division 2011 50