STUDENT WELLBEING ACTION PLAN
STUDENT SUCESS FOR A COMPLEX WORLD.
Message from the Provost and Vice President, Academic
I am excited to support the development and implementation of the BCIT Student Wellbeing Action Plan (Action Plan), a comprehensive framework built around collaborative structures to prioritize and enhance student wellbeing and health equity.
At BCIT, we recognize that educational journeys extend far beyond the classroom and that our students’ mental, emotional, and physical wellbeing are fundamental to their success. Across our community, we are committed to creating an environment where students can thrive – not only in their studies but as individuals who are supported, valued, and empowered.
This Action Plan is the result of extensive collaboration across our campus communities, including students, faculty, staff, and external partners. It is grounded in evidence-based practices and a deep understanding of the challenges and opportunities our students face. By fostering a culture of care, inclusivity, and resilience, we aim to create a learning environment where wellbeing is prioritized and where every student has access to the resources and supports they need to succeed. The Plan emphasizes a clear vision while ensuring that everyone has access to the tools, resources, and services we need to realize that vision.
Supporting and advancing student wellbeing requires the collaborative effort of everyone across the Institute. This plan offers practical takeaways and actionable steps for everyone.
I encourage you to get involved, explore the initiatives, and access the resources available to help make a positive difference in students’ educational journey here at BCIT.
Thank you for your continued dedication to supporting the wholistic wellbeing of our students.
Jennifer Figner Provost and Vice President, Academic, BCIT
Executive
Summary
The mental health and wellbeing of post-secondary students influences their learning and success. During this transitional period, common personal and academic stressors are often compounded by socioeconomic challenges. Addressing these issues requires a preventative approach that prioritizes both individual and collective wellbeing, ultimately enhancing students’ readiness to learn.
The Student Wellbeing Action Plan was developed to renew and expand the BCIT Student Wellbeing and Resilience Framework, initially released in October 2020. The COVID-19 pandemic shifted or exacerbated student needs, which prompted updates to best practices and new data collection. Feedback from previous Steering Committee members emphasized the need for clearer scope and accountability.
This Action Plan aims to foster a shared understanding of campus wellbeing initiatives and enhance collaboration for greater impact. The Student Wellbeing Advisory Committee, comprising of approximately 20 academic, student, and service representatives, guided the development of this Action Plan using best practices and community engagement. Data was gathered from the Canadian Campus Wellbeing Survey, current state assessment interviews, and Wellbeing Solution Labs across BCIT campuses to prioritize broad input.
The Action Plan adopts a proactive and comprehensive approach with four guiding principles for individual and systemic actions to improve student wellbeing. Each principle is supported by strategic initiatives and early wins for immediate impact:
1 Establish a commitment to creating a culture that promotes wellbeing.
2 Equip BCIT employees and students to create and maintain supportive environments for wellbeing.
3 Enhance literacy, competencies, and understanding to support ourselves and others.
4 Increase awareness and equitable access to services and supports.
Achieving this vision involves reimagining existing programs, services, and partnerships, or creating new opportunities. While some strategic initiatives and actions can be implemented immediately, others will require a phased approach. This Action Plan is a living document intended to be reviewed and adapted in response to shifting student needs and context. This process will be supported by a robust communication plan, tools, and continued engagement. An evaluation plan and annual reporting will help measure impact, celebrate successes, and identify barriers that are impeding progress.
Territorial Acknowledgement
This document was created on the unceded and traditional territories of the Coast Salish Nations of Sḵwx̱wú7mesh (Squamish), səl̓ilwətaɁɬ (Tsleil-Waututh), and xwməθkwəy̓əm (Musqueam). As this Action Plan embeds Indigenous perspectives of wholistic1 wellbeing, we must responsibly consider how we can foster decolonization, anti-racism, cultural safety, and humility across BCIT.
1 The term wholistic refers to the Indigenous worldview that acknowledges the interconnectedness of the whole person (physical, emotional, spiritual, and intellectual) to land and in relationship to others. This usage also supports efforts to Indigenize and decolonize the language presented in this document (BCcampus, n.d.).
Background and Rationale
Mental health and wellbeing concerns impact post-secondary student success and learning. Common stressors include financial pressures, difficulties with academic workload, personal or family concerns, and language/cultural barriers (BCIT Canadian Campus Wellbeing Survey, 2023). These issues are compounded by the impacts of the COVID-19 pandemic, increase in students with pre-existing mental health conditions, and ongoing toxic drug poisoning crisis that pose a risk to this demographic. Addressing these multifaceted challenges requires a proactive and comprehensive approach.
Since learning is a complex activity and wellbeing is a key factor in learner readiness, advancing student success requires a focus on both individual and collective wellbeing (Keeling, 2014). BCIT developed its first Student Wellbeing and Resilience Framework in 2020 to foster a supportive campus community through a multi-level approach. Progress has since been made in promoting a supportive environment through policy, training, and services. The renewed Student Wellbeing Action Plan (‘Action Plan’) builds on this foundation and addresses evolving student needs.
This Action Plan marks a shift from focusing solely on individual health behaviours to embedding community wellbeing into BCIT’s ethos, culture, policies, and daily processes (Tsouros et al., 1998). It emphasizes a whole campus approach, where student health and wellbeing are a shared responsibility among all community members. While primarily focused on students, it also acknowledges the important role of faculty and staff in supporting students in distress and integrating employee wellbeing.
Vision
Embedding student wellbeing2 and health equity3 across our culture, operations, and academic pursuits. .
This document summarizes best practices, evidence, and community engagement findings from students, faculty, and staff (see Appendix A: Action Plan Development and Community Engagement Process). The outlined guiding principles aim to foster individual and collective flourishing through strategic initiatives and early wins for immediate impact.
Purpose
∆ Adopting a systemic, wholistic, and equitable approach; creating healthier environments and reducing stress.
∆ Building a shared understanding of wellbeing initiatives and fostering collaboration for greater impact.
∆ Offering practical ‘early wins’ to promote health and wellbeing in your context.
Link with BCIT Strategic Plan and academic mission
This Action Plan supports the BCIT commitment to comprehensive student engagement and support as outlined in the BCIT Strategic Plan. These considerations also align with three of BCIT’s values: engaging with respect, pursuing collaboration, and championing diversity and inclusion.
By fostering supportive campus environments, BCIT can effectively support student learning, persistence, and success. These efforts also have important implications for BCIT’s organizational culture, reputation, and financial sustainability.
2 Student wellbeing : Fostering student wellbeing involves establishing an environment where students have the agency and resources to shape their quality of life across cultural, emotional, mental, physical, social, and spiritual dimensions, based on their own experiences, priorities, and perspectives. Wellbeing is the outcome of the policies, institutions, economies, and ecosystems of the environment people inhabit. Achieving it requires collaborative action across all levels, partners, and sectors (National Standard of Canada: Mental health and well-being for post-secondary students, 2020; World Health Organization Geneva Charter, 2022 ).
3 Health Equity : When all people (individuals, groups, and communities) have a fair chance to reach their full health potential, and are not disadvantaged by social, economic, and environmental conditions (National Collaborating Centre for Determinants of Health, 2014 ).
4
Action Plan Guiding Principles
Campus community members are already contributing to student health and wellbeing (see Appendix B: Current Initiatives). The following guiding principles will inform the future implementation of the goals and desired outcomes, providing flexible direction for enhancing wellbeing through individual and systemic actions. It is not expected that any one individual, department, or School address all these principles at once. The goal is to prioritize a collaborative approach to creating a supportive environment.
1. Establish a commitment to creating a culture that promotes wellbeing.
Fostering a wellbeing-focused culture requires a sustainable and thoughtful approach that is integrated, wholistic, and long-lasting. This process will need time, a student-centred focus, and sustained leadership across departments and the Institute.
A commitment to wellbeing also includes proactive policies that recognize student mental health as a foundation for learning and success (CACUSS & CMHA, 2013). By reviewing policies, procedures, and processes through this lens, BCIT can help reduce undue stress, improve health equity, and create a culture of care (Simon Fraser University [SFU], 2021).
Strategic initiatives:
∆ Develop a formal process for reviewing campus policies and procedures for student wellbeing and health equity.
∆ Review and update current policies relevant to student wellbeing, accessibility, conduct, involuntary withdrawal, attendance, and public safety. Ensure consistent interpretation, inclusive language, and a supportive tone.
∆ Align resource allocation decisions for the implementation of the Student Wellbeing Action Plan , National Standard of Canada for Mental Health and Wellbeing for Post-Secondary Students , and annual reporting of outcomes
Early wins for immediate impact:
∆ Connect with your Student Wellbeing Advisory Committee Representative.
∆ Discuss the Action Plan guiding principles in an upcoming departmental meeting or focus on one principle per meeting. This dialogue can foster a shared understanding, recognize strengths, and identify areas for improvement.
∆ Celebrate wellbeing initiatives and champions in departmental communications.
∆ Create opportunities for faculty and staff to share wellbeing knowledge and best practices across your department and/or School.
∆ Consult the IDEAS Lens and the accompanying Guiding Document . Implement actionable items to support student wellbeing in program review, development, and change initiatives.
2. Equip BCIT employees and students to create and maintain supportive environments for wellbeing. The learning environment can influence students’ stress level, their sense of connection with others, and how meaningfully engaged they feel in their post-secondary experience (SFU, n.d.). Creating a supportive environment involves addressing the physical, mental, emotional, and spiritual aspects of the student experience through the following efforts:
∆ Designing accessible and inclusive physical environments that promote collaboration, highlights connection to land, and supports healthy lifestyles.
∆ Employing pedagogical approaches and creating learning environments that support engagement, reduces barriers, and promotes student agency.
∆ Cultivating community and ensuring students feel respected regardless of personal characteristics or backgrounds (e.g. disability, gender identity or expression, sexual orientation, race, ethnicity, international status, etc.).
For the scope of this Action Plan, enhancing the learning environment and fostering social connection will be prioritized under this guiding principle. Refer to the BCIT Campus Plan for updates in supporting wellbeing through natural and built environments.
STRATEGIC INITIATIVES
PEDAGOGICAL APPROACHES 5 AND LEARNING ENVIRONMENTS
∆ Collaborate with faculty and staff to identify and develop resources that support wellbeing, traumainformed practices 6 and healing-centred engagement7
∆ Increase training and education for all campus community members to help understand and apply accommodation policies and procedures.
∆ Collaborate with employee-specific mental health and wellbeing initiatives.
SOCIAL CONNECTION, INCLUSION, AND BELONGING
∆ Increase awareness and availability of social connection and wellbeing programing at all BCIT campuses, particularly during key transition times in the student life cycle (e.g. admission, orientation, first semester, final year).
∆ Collaborate with students and campus partners to expand wholistic health and wellbeing programs. Ensure meaningful participation from equitydeserving groups.
∆ Prioritize cultural identity and connectedness as key determinants for Indigenous learner mental health.
EARLY WINS FOR IMMEDIATE IMPACT
∆ Read through the Universal Design for Learning Guidelines for flexible strategies that address the diverse needs of individual learners.
∆ Schedule a meeting with your Learning and Teaching Centre School Liaison to explore how to reduce student workload without compromising student success (e.g. re-design assignments and homework).
∆ Consider using cost-free Open Textbooks to help reduce student financial strain.
∆ Review Accessibility Services’ resources for faculty and staff to understand the academic accommodation process.
∆ Regularly discuss wholistic wellbeing in meetings and individual check-ins; refer to the BCIT Resources and Supports for Employees
∆ Include a slide with various student involvement opportunities before a lecture or on the Learning Hub.
∆ Get involved and/or encourage participation in recreational activities, such as intramurals
∆ Organize opportunities for students and staff to participate in social activities, such as social event ‘field trips’ or volunteer initiatives as part of work.
∆ Learn how to contribute to an inclusive environment with BCIT professional development resources (e.g. Indigenous Awareness, Unconscious Bias, Anti-Racism, Relearning Gender, Sexual Violence Prevention).
5 Pedagogical approaches : Refers to the combination of the teaching methods, learning activities, and assessments (e.g. assignments, projects or tasks that demonstrate student learning) (University of Minnesota, Centre for Educational Innovation, 2024).
6 Trauma-informed practices : Practices that recognize that students’ behaviours or actions as responses to their life experiences. Core values include safety (physical and emotional), trustworthiness, choice and control, collaboration, and empowerment (Education Northwest, 2017).
7 Healing-centered engagement : An approach that views trauma as something that affects and is healed within communities, rather than just focusing on the individual harm or injury. This term, originally coined by Shawn Ginwright, integrates culture, civic action, and collective healing (Tufts University Centre for the Enhancement of Learning and Teaching, 2024).
3. Enhance literacy, competencies, and understanding to support ourselves and others.
Student wellbeing and learning are shaped by many intersecting factors, including mental health literacy, substance use awareness, and social determinants of health like housing and food security. Enhancing the BCIT community’s ability to recognize and respond to early signs of mental health concerns, in themselves and others, is key for a whole campus approach. This ethic of care8 reduces stigma, promotes help-seeking behaviours, and connects people to the right resources. It also emphasizes the importance of recognizing personal limits and prioritizing our own wellbeing.
Strategic initiatives:
∆ Increase understanding and awareness of mental health, substance use, and psychosocial factors through culturally inclusive training, programming, and campaigns.
∆ Collaborate with the BCIT Student Association and community partners to address housing and food insecurity.
∆ Increase faculty, staff, and student knowledge in recognizing early indicators of distress through workshops and training.
∆ Update the Responding to Students in Distress Employee Guide to build faculty and staff competencies for responding supportively and referring to students in distress.
∆ Create workshops and resources to help students self-identify mental health needs , foster selfmanagement skills, or seek appropriate support.
Early wins for immediate impact:
∆ Normalize help-seeking by including a paragraph about accessibility and wellbeing services in your course outline or Learning Hub.
∆ Organize a ‘field trip’ with students to visit various campus services, such as Counselling , Recreation Services , the Library, and food options
∆ Invite the Student Life Office to give a classroom presentation on student wellbeing and/or rights and responsibilities. Requests can be made at any point in the term.
∆ Request faculty and staff mental health training for your department and/or School.
∆ Take attendance to understand who may be missing and need follow-up support.
∆ Embed mental health literacy components in the course curriculum.
8 Ethic of care : This approach views student success as the learning and development of a whole person, and not just academic achievement or graduation. It emphasizes empathy and responsiveness in relationships, while also recognizing the institution’s responsibility to support student wellbeing and readiness to learn (Keeling, 2014).
4. Increase awareness and equitable access to services and supports.
Improving access to timely and culturally inclusive services – such as early intervention, mental health supports, suicide prevention, crisis management and postvention – on campus and in the community fosters an ‘every door is the right door’ approach. This coordinated approach ensures students can easily connect with the support they need, no matter where they seek help.
These efforts also support BCIT’s reconciliation journey by aligning with the Truth and Reconciliation Commission’s Calls to Action. Programs and services will be co-created to honour Indigenous strengths, ways of knowing and being, unique histories, and barriers. These initiatives may include, but are not limited to, access to Elders and Knowledge Keepers, sharing circles, cultural ceremony, smudging, and land-based activities.
Strategic initiatives:
∆ Centralize and increase awareness of mental health and wellbeing resources, particularly for specialty campuses.
∆ Pilot student groups to foster development and wellbeing, with tailored support to meet the needs of specific populations (e.g. neurodiverse learners, international students, etc.).
∆ Collaborate with Indigenous Initiatives and Partnerships to explore and implement strategies for improving Indigenous students’ access to culturally safe, inclusive, and trauma-informed wellbeing supports.
∆ Enhance Counselling and Student Development’s capacity by including diverse training opportunities and partnerships in the Counselling Practicum Program.
Early wins for immediate impact:
∆ Familiarize yourself with campus and community resources (see Appendix C: List of Resources).
∆ Share information about Early Assist , Counselling , and other student supports , especially during mid-terms or after returning first assignments.
∆ Familiarize yourself with the Early Assist referral form . Refer students to Early Assist when it is unclear what services are relevant, when you tried to provide support that is not working, and/or when the situation is complex.
∆ Incorporate annual crisis management training for staff and student leaders.
Looking Forward and Next Steps
This Action Plan represents a shared vision of supporting student wellbeing through collaboration. Achieving this vision will be an opportunity to reimagine existing programs, services, and partnerships, or to create new initiatives.
A communication plan and tools will be provided to support implementation and ensure consistent understanding. This unified approach provides flexibility and allows wellbeing improvements to be tailored to each local context. Continued engagement will facilitate knowledge sharing, celebrate short-term successes, and enhance our understanding of evolving needs.
To facilitate continuous improvement, an evaluation plan will be developed to measure impact and identify any barriers to progress. While some strategic initiatives and short-term actions can be implemented immediately, others will require a phased approach and investments in human resources. Our efforts will be summarized in an annual report that is accessible to all faculty, staff, and students.
Acknowledgements
This Action Plan was developed through a collaborative effort with the Student Wellbeing Advisory Committee: Laura Vail, Laurie Sinnott-Lee, Joanna Angelidis, Sanja Boskovic, Treena Cardiff, Avleen Kochhar (Student Representative), Simon Lam, Tina Nguyen (Student Representative), Rory O’Brien, Kathy Siedlaczek, Susannah Skerl, Calvin Ting (Student Representative), Tracy Wang, and Morgan Westcott.
The writing and coordination of the Action Plan was led by Yuna Chen, Health Promotion Strategist.
We extend our heartfelt thanks to students, faculty, and staff who participated in the community engagement process and continue to make valuable contributions to the wellbeing of our community and all those within.
References
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BC Centre for Disease Control. (2021). COVID-19 young adult health and wellbeing report. http://www.bccdc.ca/ health-professionals/data-reports/covid-19-young-adults
Canadian Association of College & University Student Services and Canadian Mental Health Association. (2013). Post-Secondary Student Mental Health: Guide to a Systemic Approach. Vancouver, BC: Author.
Canadian Campus Wellbeing Survey (CCWS, https://www.ccws-becc.ca). (2023). 2023 British Columbia Institute of Technology Report.
Canadian Mental Health Association, Ontario. (2009, July). Every door is the right door: Towards a 10-year mental health and addictions strategy. https://ontario.cmha.ca/wp-content/uploads/2016/08/Every-Door -the-Right-Door-July09-MH-discussion-paper.pdf
Canadian Standards Association. (2020). National Standard of Canada for Mental Health and Wellbeing for Post-Secondary Students.
Centre for Innovation in Campus Mental Health. (2024). Understanding the mental health needs of Indigenous post-secondary students: An info sheet. https://campusmentalhealth.ca/wp-content/uploads/2024/05/CICMH_ IndigenousPS-MHNeeds-A_Infosheet_EN_V1.pdf
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Hop Wo, N. K., Anderson, K. K., Wylie, L., & MacDougall, A. (2020). The prevalence of distress, depression, anxiety, and substance use issues among Indigenous post-secondary students in Canada. Transcultural Psychiatry, 57(2), 263-274.
Indspire. (2023). An Introspective Look into Barriers and Facilitators to Accessing Post-Secondary Indigenous Support: Report. https://indspire.ca/wp-content/uploads/2023/12/Indspire-Barriers-and-Facilitators-to-Support-Report.pdf
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National Collaborating Centre for Determinants of Health. (2014). Glossary of Essential Health Equity Terms. https://nccdh.ca/images/uploads/comments/English_Glossary_Nov17_FINAL.pdf
Okanagan Charter: An International Charter for Health Promoting Universities and Colleges (2015).
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Post-secondary Student Homelessness/Housing Research Network. (n.d.). Understanding Student Homelessness National Action Plan Infographic.
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Appendix A: Action Plan Development and Community Engagement Process
This Action Plan was developed to renew and expand the BCIT Student Wellbeing and Resilience Framework, initially released in October 2020. The COVID-19 pandemic shifted or exacerbated student needs, which promoted updates to best practices and new data collection. Feedback from previous Steering Committee members emphasized the need for clearer scope and accountability.
The development of the Action Plan was overseen by the new Student Wellbeing Advisory Committee, which comprised of approximately 20 academic, student, and service representatives. Their work was guided by key documents, including the CACUSS Post-Secondary Student Mental Health: Guide to a Systemic Approach, the Okanagan Charter, and the National Standard of Canada for Mental Health and Wellbeing for Post-Secondary Students, alongside community engagement.
To foster collaboration and prioritize community input, data was gathered from multiple sources:
∆ Canadian Campus Wellbeing Survey
• Response rate: 9.5% (n=2236, January to February 2023)
∆ Current State Assessment Interviews
• 26 faculty and staff (January to May 2023)
∆ Student Wellbeing Solution Labs
• 550+ individual responses from students, faculty, and staff
• Targeted Dialogue with Student Success and BCIT Student Association Student Services staff in (early Winter 2024
• Solution Lab Drop-In Sessions (March and April 2024 across all campuses)
∆ Ongoing engagement with equity-deserving groups
The collected data was thematically analyzed to identify recurrent themes, which informed the Action Plan’s guiding principles, strategic initiatives, and early wins. Draft iterations were reviewed and refined based on community feedback.
This Action Plan is a living document intended to be reviewed and adapted in response to shifting student needs and context.
Appendix B: Current Initiatives
The table below highlights current and ongoing initiatives aligned with each guiding principle at the time of writing. Additional projects or programs may be developed in partnership with campus collaborators during the implementation of this Action Plan.
GUIDING PRINCIPLE 1 : Establish a commitment to creating a culture that promotes wellbeing.
PRIORITY AREA
Apply a wellbeing lens in the creation of new, and the review of existing policies, practices, and procedures.
Academic workload and expectations
CURRENT INITIATIVES
∆ Policies and procedures that support the health, safety, and wellbeing of the campus community (including, but not limited to): Accommodation with Students with Disabilities; Critical Incident Response; Sexualized Violence Response; Code of Conduct; Employment and Educational Equity
∆ IDEAS Guiding Document to support faculty and staff in academic program development, review, or change using the IDEAS lens: Indigenization, inclusion, diversity, equity, accessibility, sustainability, and student wellbeing.
GUIDING PRINCIPLE 2: Equip BCIT employees and students to create and maintain supportive environments for wellbeing
PRIORITY AREA
Vibrant, accessible, and functional campus design, including the natural and built environment
CURRENT INITIATIVES
∆ Campus Plan
∆ Tall Timber Student Housing
∆ Health Sciences Centre
∆ Trades and Technology Complex
∆ All Gender Washroom Upgrades
∆ Guichon Creek
Sense of connectedness (reducing isolation and loneliness)
∆ Social events hosted by Student Life Office and BCIT Student Association (BCITSA)
∆ Kickstart (Student Orientation) programming
∆ International Orientation and social activities
∆ Indigenous Gathering Place and events
∆ Physical spaces that support social connection
Pedagogical approaches 9 and learning environment
Peer support programs
Intrapersonal and interpersonal skill development
Cultural celebration, identity, and community
∆ Learning and Teaching Centre (LTC) Polytechnic Academy and resources
∆ Universal Design for Learning (UDL) videos and Community of Practice from the LTC and Accessibility Services
∆ Trauma-Informed and Healing Centered Engagement Community of Practice
∆ Neurodiversity Working Group efforts toward stigma reduction and inclusive teaching strategies
∆ Student Life Ambassadors and social events
∆ Indigenous Peer Champions
∆ International Peer Mentoring
∆ Mindfulness BCIT Group
∆ Neurodiversity groups with Counselling and Learning Commons
∆ ThriveBCIT
∆ Student Wellbeing Grant projects
∆ Student Life Office classroom visit presentations (Student Success and Wellbeing, and Student Rights and Responsibilities)
∆ Indigenous Initiatives and Partnerships – Gathering Place and events
∆ International Student Centre workshops and social activities
∆ BCIT Days of Significance Calendar
Personal growth and career development
∆ Student leadership and personal development opportunities
∆ BCITSA Clubs, Career Services, and Entrepreneurship
∆ Program Advising
9 Pedagogical approaches : Refers to the combination of the teaching methods, learning activities, and assessments (e.g. assignments, projects or tasks that demonstrate student learning) (University of Minnesota, Centre for Educational Innovation [2024]).
PRIORITY AREA
Mental health literacy and awareness
Substance use awareness stigma reduction
CURRENT INITIATIVES
∆ Faculty, staff, and student training and workshops
∆ Overdose Prevention and Response Plan
∆ Educational programming by the Healthier Substance Use, Addiction, and Harm Reduction Working Group
Wholistic personal wellbeing
Housing and food security
Equip campus community members to recognize distress, respond supportively, and connect students or colleagues to resources.
∆ Recreation Services (intramurals and programming)
∆ Financial Aid and Awards
∆ Learning Commons and Peer Tutoring
∆ BCITSA Wellbeing and Advocacy
∆ Advocacy efforts through Food and Housing Security Working Groups
∆ BCITSA Food Support Hub
∆ Faculty, staff, and student mental health and wellbeing workshops
∆ Responding to Students in Distress Employee Guide
∆ Early Assist
∆ Mental Health First Aid
∆ Wellness Works and Champion Network
Streamlined and coordinated efforts across service areas to ensure the appropriate level of care.
∆ CARE Team Meetings
∆ Early Assist
∆ BCITSA Wellbeing and Advocacy
GUIDING PRINCIPLE 4: Increase awareness and equitable access to services and supports.
PRIORITY AREA
Awareness of mental health and wellbeing resources
Timely, accessible, and confidential counselling, medical and psychiatric services.
CURRENT INITIATIVES
∆ Student newsletter and social media posts
∆ Open house with Accessibility Services and Counselling and Student Development
∆ Clinical care provided by Health Services (including psychiatry) and Counselling and Student Development
∆ BCITSA Health and Dental Plan
Referral protocols for specialized or community services
Crisis management and postvention (supports following a crisis or critical event)
∆ Collaboration and partnerships with community mental health and addiction services, local hospitals, culturally appropriate service providers, Elders, assistance programs, and provincial networks
∆ Defined emergency response structure among Safety and Security Emergency Management, First Aid, and Student Success teams
∆ Incident support for responders to debrief and reflect following a critical incident through Early Assist and Counselling
∆ Response to the Death of Student Procedure
Appendix C: List of Resources
Campus Resources
Counselling and Student Development
Student Health Services
BCIT Safety, Security and Emergency Management
Early Assist/Student Life Office
A confidential referral and case management system that connects identified students with the appropriate supports.
Accessibility Services
Accommodations for disabilities, including chronic mental health conditions
Student Financial Aid and Awards
Indigenous Initiatives and Partnerships
604.432.8608 bcit.ca/counselling
604.432.8608 bcit.ca/health-services
604.451.6856 bcit.ca/safetyandsecurity
604.451.6863 early_assist@bcit.ca bcit.ca/student-life-office/early-assist
604.451.6963 accessibility@bcit.ca bcit.ca/accessibility/
604.432.8555 bcit.ca/finaid
604.432.8474 gathering_place@bcit.ca bcit.ca/indigenous
International Student Centre isc_info@bcit.ca bcit.ca/international
Learning Commons
Peer tutoring, learning strategies support, and writing center.
BCITSA Wellbeing and Advocacy
Wellness resource appointments, Food Support Hub, and unbiased conflict resolution guidelines.
Community Resources
learning_commons@bcit.ca bcit.ca/learning-commons/
wellbeing@bcitsa.ca, bcitsa.ca/welbeing advocacy@bcitsa.ca, bcitsa.ca/advocacy
Service Contact
Emergency (Police, Fire, Ambulance)
National Suicide Crisis Helpline
BC Mental Health & Crisis Response
9-1-1
9-8-8 (call or text)
310.6789 (no area code needed)
BC Suicide Prevention & Intervention Line 1.800.784.2433
Here2Talk
Free, immediate, confidential counselling and community referral services available 24/7 via app, phone, and web
KUU-US Crisis Line
24/7 culturally safe crisis line for Indigenous people
VictimLinkBC
Free, confidential, and 24/7 multilingual information, referral services, and immediate crisis support to all victims of crime (including sexual violence).
1.877.857.3397
1.800.588.8717
1.800.563.0808 VictimLinkBC@bc211.ca