Friesen, SharonTurner, Jennifer Louise2022-08-232022-08-232022-08-15Turner, J. L. (2022). Finding the Strength: A Case Study of School District Leadership of Mental Health Promotion in One School District in British Columbia (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/115125https://dx.doi.org/10.11575/PRISM/40161Mental illness is a public health emergency threatening our national youth's social, physical, and economic vitality (OECD, 2019). Despite K–12 public schools being an ideal setting to address mental health promotion and early intervention, literature indicates that system-level adoption and delivery of evidence-based practices across school settings are filled with challenges. This single-site case study explored the relationships and interdependencies that exist between district and school-based leaders in implementing mental health promotion and early intervention practices in one public school system in British Columbia. Social network analysis was used to identify the relationships and interdependencies that exist. Qualitative network analysis was used to create a rich description of the leadership practices within this system. Eleven findings were identified that are categorized into three key findings: 1) the school district was an interconnected, networked school district, 2) the leadership focused on student strengths and proactively engaged in intervention, and 3) the leaders across the district actioned social justice. The findings indicate that a school district and school leaders that develop strong internal connections across their leadership team also intentionally cultivate strong connections with community-based mental health services and support programs. Despite the strong interconnected, networked relationships, this study also found school-based leaders were reliant on specific leadership roles within the system, including the Assistant Superintendent, the Director of Instruction, the District Principal, and school-based counselors in their leadership of mental health promotion. Implications of these findings and recommendations for practice are included in this study.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.educational leadershipsocial network analysisqualitative network analysismental healthpromotionmulti-tiered systems of supportEducation--AdministrationEducational PsychologyEducation--Specialdoctoral thesis