Mental Health Literacy and School-Student-Family Alliance: A Brief Narrative Review of Canada’s Individualized Education Plan

Abstract

This review article addresses the historical context of power dynamics in individualized education planning processes for exceptional students within Canada's K-12 (i.e., from kindergarten to grade 12) education system. It highlights how such dynamics have created conditions for educators' internalized bias toward students with special needs. This article presents empirical evidence supporting the effectiveness of the strengths-based approach in individualized education planning and documentation to reshape the school-educator-student alliance and accomplish special education goals, emphasizing the importance of incorporating input from exceptional students and their families, advocating for students' self-determination, and shifting away from the traditional pathological approach. This article calls for future research on strengths-based approaches, mental health literacy, and post-school transitions while addressing multiscalar barriers using an intersectional lens.