ABBOTSFORD SCHOOL DISTRICT & COMMUNITY REPORT...
Transcript of ABBOTSFORD SCHOOL DISTRICT & COMMUNITY REPORT...
SCHOOL DISTRICT 34 ABBOTSFORD
SCHOOL DISTRICT & COMMUNITY REPORT
2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 1 of 97
ACKNOWLEDGEMENTSWe express our deep gratitude to the xʷməØkʷəýəm (Musqueam) Nation for the privilege of working on their traditional, ancestraland unceded territory at the Point Grey Campus of the University of British Columbia.
The Middle Years Development Instrument (MDI) project is made possible with funding from BC school districts and school boardsacross the country. We would like to thank and acknowledge all participating school districts for their support of and collaborationtowards this project.
We are grateful to the teachers, education sta� and school administrators who work directly with us to gather and use our reports.This includes a commitment to training and completing questionnaires, engaging with students, parents and caregivers and usingHELP’s data and research in schools, districts and communities. We also extend our warmest appreciation to the students who takethe time to share their experiences with us. Thank you.
We would also like to acknowledge the United Way of the Lower Mainland, the Max Bell Foundation and the McConnell Foundationfor their contributions and continued support towards the MDI research project.
HELP would like to acknowledge the exceptional support we have received since 2001 from the Ministries of Children and FamilyDevelopment, Education and Health. This investment has enabled the expansion of HELP’s unique child development monitoringsystem that supports high quality, evidence-informed decisions on behalf of children and their families.
DR. KIMBERLY SCHONERT-REICHLHELP's Middle Years research is led by Dr. Kimberly Schonert-Reichl. HELP acknowledges Dr. Schonert-Reichl for her leadership andexpertise in social and emotional development research, her dedication to exploring children's experiences in the middle years andfor raising the profile of children's voices, locally and internationally.
ABOUT THE HUMAN EARLY LEARNING PARTNERSHIPThe Human Early Learning Partnership (HELP) is an interdisciplinary research institute based at the School of Population and PublicHealth, Faculty of Medicine, at the University of British Columbia. HELP’s unique partnership brings together researchers andpractitioners from across BC, Canada and internationally to address complex child development issues. HELP’s research projectsexplore how di�erent environments and experiences contribute to health and social inequities in children’s development over theirlife course.
The institute was founded by Drs. Clyde Hertzman and Hillel Goelman in 1999. Clyde’s vision for HELP was to advance knowledgeabout child development and importantly, to apply this knowledge in communities. This report, and the work of HELP over twodecades, would not have been possible without his vision and passion.
To learn more please visit our website at earlylearning.ubc.ca (http://earlylearning.ubc.ca/) .
Suggested CitationHuman Early Learning Partnership. Middle Years Development Instrument [MDI] Grade 7 report.School District & Community Results, 2019-2020. Abbotsford (SD34). Vancouver, BC: University of British Columbia, School of Population and Public Health; May 2020.
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 2 of 97
TABLE OF CONTENTS
1. INTRODUCTION TO THE MDI
2. ABOUT THIS REPORT
3. 2019/2020 RESULTS FOR ABBOTSFORD
DEMOGRAPHICS
WELL-BEING & ASSET INDICES
SOCIAL & EMOTIONAL DEVELOPMENT
PHYSICAL HEALTH & WELL-BEING
CONNECTEDNESS
USE OF AFTER-SCHOOL TIME
SCHOOL EXPERIENCES
4. MOVING TO ACTION WITH DISCOVERMDI.CA
5. NEIGHBOURHOOD RESULTS
6. NEIGHBOURHOOD PROFILES
7. REFERENCES
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 3 of 97
INTRODUCTION TO THE MDI
WHY THE MIDDLE YEARS MATTERExperiences in the middle years, especially between the ages of 10 to 13, have critical and long lasting e�ects. They are powerfulpredictors of adolescent adjustment and future success. During this time, children are experiencing significant cognitive, social andemotional changes that establish their lifelong identity and set the stage for adolescence and adulthood. The overall health and well-being of children in their middle years a�ects their ability to concentrate and learn, develop and maintain friendships and makethoughtful decisions.
During the late middle childhood years (also referred to as early adolescence), children have an increased awareness of themselvesand others. During middle childhood they are developing ideas about how they may or may not "fit in" to their social and academicenvironments (Rubin et al., 2006). These ideas have the power to either promote health and academic achievement or lead tonegative outcomes such as depression and anxiety in adulthood (Jacobs et al., 2008). Although middle childhood is a time of risk, itis also a time of opportunity. There is mounting evidence to suggest that positive relationships to adults and peers during this criticaltime act to increase a child's resiliency and school and life success.
WHAT IS THE MIDDLE YEARS DEVELOPMENT INSTRUMENT?The Middle Years Development Instrument (MDI) is a self-report questionnaire that asks children in Grade 4 and Grade 7 about theirthoughts, feelings and experiences in school and in the community. It is a unique and comprehensive questionnaire that helps usgain a deeper understanding of how children are doing at this stage in their lives. Researchers working at the Human Early LearningPartnership (HELP) are using results to learn more about children's social-emotional health and well-being. In addition, the MDI isbeing used across sectors to support collaboration and inform policy and practice.
The MDI uses a strengths-based approach to assess five areas of development that are strongly linked to well-being, health andacademic achievement. In addition, the MDI focuses on highlighting the promotive and protective factors and assets that are knownto support and optimize development in middle childhood. These areas are: Social and Emotional Development, Physical Health andWell-Being, Connectedness, Use of A�er-School Time and School Experiences. Each of these dimensions is made up of severalmeasures. Each measure is made up of one or more individual questions.
Combining select measures from the MDI helps us paint a more comprehensive portrait of children’s overall well-being and theassets that contribute to their healthy development. The results for key MDI measures are summarized by two indices: The Well-Being Index and the Assets Index.
The following illustrates the relationship between MDI dimensions and measures, and highlights which measures contribute to theWell-Being and Assets Indices.
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 4 of 97
MDI DIMENSIONS & MEASURES
A measure in the Well-Being IndexA measure in the Assets Index
* A measure in the Grade 7 MDI only
SOCIAL & EMOTIONAL DEVELOPMENTMeasures
OptimismEmpathyProsocial BehaviourSelf-EsteemHappiness
Absence of SadnessAbsence of WorriesSelf-Regulation (Short-Term)Self-Regulation (Long-Term)*Responsible Decision-Making
*Self-Awareness*Perseverance*Assertiveness*Citizenship/Social Responsibility
PHYSICAL HEALTH AND WELL-BEINGMeasures
General HealthEating BreakfastMeals at Home with Your FamilyJunk Food
Frequency of Good SleepHelp-Seeking for Emotional Well-Being
Transportation To and FromSchool
CONNECTEDNESSMeasures
Adults at SchoolAdults in the Neighbourhood
Adults at HomePeer BelongingFriendship Intimacy
Important Adults
USE OF AFTER-SCHOOL TIMEMeasures
Organized ActivitiesEducational Lessons orActivities
Youth OrganizationsSportsMusic or Arts
How Children Spend their TimeA�er-school People/PlacesChildren's Wishes and Barriers
SCHOOL EXPERIENCESMeasures
Academic Self-ConceptSchool Climate
School BelongingMotivation
Future GoalsVictimization and Bullying
For more information on all of the measures, including questions, response options and scoring for the MDI results found in thisreport, please refer to the MDI Technical Guide (https://bit.ly/mdi-technical-guide-v1) . For additional resources visit, the Discover MDI FieldGuide (http://www.discovermdi.ca) .
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 5 of 97
CONNECTING THE MDI WITH THE PERSONAL AND SOCIAL COMPETENCIES OF THE BC CURRICULUMYour MDI data provide a unique approach to understanding children’s social and emotional development and well-being in relationto the BC Ministry of Education’s Personal and Social Competencies (http://curriculum.gov.bc.ca/competencies) .
Areas measured by the MDI reflect facets of the “Personal and Social Competency” domain of BC’s Redesigned Curriculum, providingvaluable information for understanding children’s growth and progress within this core competency. The MDI questions provide anopportunity for students to self-assess and reflect on their social and personal competency, including reflecting on MDI concepts,questions and results.
PERSONAL & SOCIAL COMPETENCIES
Positive Personal & CulturalIdentity
Related MDI Measures:Connectedness to Adults at Home,School and CommunityPeer BelongingFriendship IntimacyEmpathySchool BelongingSchool ClimateSelf-EsteemAcademic Self-ConceptImportance of GradesFriends & LearningSelf-AwarenessPerseveranceResponsible Decision-Making
Personal Awareness &Responsibility
Related MDI Measures:Academic Self-ConceptSelf-EsteemSelf-RegulationGeneral HealthOptimismSelf-AwarenessPerseveranceResponsible Decision-MakingAssertivenessUse of A�er-School Time
Social Responsibility
Related MDI Measures:Citizenship and SocialResponsibilityProsocial BehaviourEmpathySchool ClimateConnectedness to Adults at SchoolConnectedness to PeersSelf-RegulationAssertiveness
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 6 of 97
ABOUT THIS REPORT
HOW THE RESULTS ARE REPORTEDSchool district data in this report includes all children who participated within the public school district in 2019/2020. Schooldistrict data is compared to the average for all districts, which includes children from all participating public school districts andany independent schools.
Districts with large populations contribute more in computing the average for all districts than districts with smaller populations.Results for large districts tend to be closer to the average for all districts. Please see the table below for a list of participatingdistricts, and note that the average is based on participating districts and does not represent all school districts in the entireprovince.
Where school districts or neighbourhoods contain fewer than 35 children, the results are suppressed. The data in this report havebeen rounded. Many questions on the MDI allow children to provide multiple responses. Totals for some measures and questionsmay not equal 100%.
# School District # of Children Participation Rate
5 Southeast Kootenay 380 84%
10 Arrow Lakes 26 59%
19 Revelstoke 66 92%
23 Central Okanagan 1,513 84%
28 Quesnel 175 72%
33 Chilliwack 932 87%
34 Abbotsford 1,315 89%
37 Delta 863 69%
40 New Westminster 447 87%
42 Maple Ridge-Pitt Meadows 1,032 91%
43 Coquitlam 2,214 86%
46 Sunshine Coast 191 80%
49 Central Coast 10 77%
50 Haida Gwaii 28 82%
51 Boundary 104 95%
52 Prince Rupert 106 75%
53 Okanagan Similkameen 158 89%
60 Peace River North 397 80%
67 Okanagan Skaha 401 88%
Important Message About 2019-2020 MDI ResultIn 2018-2019, MDI data collection was moved from November to January/February in response to requests from MDI schooldistricts, and this may have had an influence on a range of MDI measures. Please don’t hesitate to contact the MDI team [email protected] if you have any questions about your MDI results.
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 7 of 97
# School District # of Children Participation Rate
70 Alberni 242 84%
71 Comox Valley 564 83%
72 Campbell River 322 74%
78 Fraser-Cascade 98 70%
83 North Okanagan-Shuswap 448 85%
84 Vancouver Island West 12 67%
91 Nechako Lakes 219 76%
93 Conseil scolaire francophone de la Colombie-Britannique 410 79%
Independent Schools 88
Total 12,761
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 8 of 97
2019/2020 RESULTS FOR ABBOTSFORDDEMOGRAPHICS
Population Gender Identity
Total Sample 1315 Boys 51%
Participation Rate 89% Girls 49%
In Another Way 1%
A note on how we are asking about gender identityIn the 2017/18 school year, for the first time, children were able to describe themselves through choices that included: "boy,""girl" or "in another way."
Following a review of the responses, this question was refined in the 2018/19 school year to instruct children to describe theirgender as "boy," "girl" or, if they see themselves "in another way," to describe their gender using their own words. This questionmay continue to evolve.
First Nations, Inuit or Métis 1% Mandarin 1%
Cantonese 1% Punjabi 31%
English 90% Spanish 2%
French 3% Filipino/Tagalog 1%
Hindi 2% Vietnamese 1%
Japanese 1% Other 7%
Korean 2%
Languages Spoken at Home
Total Sample: Refers to the total number (#) of children represented in this report. Children are included in the sample if theycomplete a question and the data are reported.
Participation Rate: Refers to the percentage of the Grade 7 population that participated in the MDI survey this year.
Gender Identity: Children are asked to describe themselves as "Boy," "Girl" or "In another way." Children may choose not to answerthe question at all. Children are able to select more than one response and therefore, in some cases, percentages may not add to100%. Data are suppressed where fewer than 5 children selected the response.
Languages Spoken at Home: Children are able to select more than one language spoken at home.
First Nations, Inuit or Métis Languages: If a child selects "First Nations, Inuit or Métis" as a language spoken in the home, they arethen asked to identify, if possible, the specific language. First Nations, Inuit or Métis language data are not publicly available.
Other: A limited selection of languages is o�ered on the MDI questionnaire. The "Other" category gives children an opportunity toenter their own response(s).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 9 of 97
WELL-BEING & ASSETS INDICESCombining select measures from the MDI helps us paint a more comprehensive portrait of children’s overall well-being and theassets that contribute to their healthy development. The results for key MDI measures are summarized by two indices. This section ofthe report focuses on results for the Well-Being Index and the Assets Index. Learn more about the important relationship betweenindividual measures, the well-being index and the assets index in the Discover MDI Field Guide (http://www.discovermdi.ca/understanding-
the-mdi/mdi-data/data-primer/) .
WELL-BEING INDEX
The Well-Being Index combines MDI measures relating to children’s physical health andsocial and emotional development that are of critical importance during the middleyears. These are: Optimism, Happiness, Self-Esteem, Absence of Sadness and GeneralHealth.
Scores from these five measures are combined and reported by three categories ofwell-being, providing a holistic summary of children’s mental and physical health.
MEASURES
OptimismHappiness
Self-EsteemAbsence of Sadness
General Health
High Well-Being (Thriving)Children who score in the highrange on at least 4 of the 5measures of well-being and haveno low-range scores.
Medium Well-BeingChildren who score in the highrange on fewer than 4 of the 5measures of well-being, and haveno low-range scores.
Low Well-BeingChildren who score in the lowrange on at least 1 of the 5measures of well-being.
29% Thriving
27% Medium
44% Low1315
Children
ABBOTSFORD
31% Thriving
27% Medium
42% Low
12761Children
ALL PARTICIPATING DISTRICTS
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 10 of 97
ASSETS INDEX
The Assets Index combines MDI measures that highlight four key assets that help to promote children’s positive development andwell-being. Assets are positive experiences, relationships or behaviours present in children’s lives. Assets are considered actionable,meaning that schools and communities can focus their e�orts in these areas to create the conditions and contexts where childrencan thrive.
Note: School Experiences are also considered to be an asset that contribute to children's well-being; however, this asset is notreported as part of the Assets Index to prevent the ranking of individual schools or sites. Please refer to the School Climate andBullying and Victimization measures for data related to this asset.
ADULT RELATIONSHIPSAdults at School
Adults in the NeighbourhoodAdults at Home
PEER RELATIONSHIPSPeer Belonging
Friendship Intimacy
NUTRITION & SLEEPEating Breakfast
Meals at Home with YourFamily
Frequency of Good Sleep
AFTER-SCHOOL ACTIVITIESOrganized Activities
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
PeerRelationships
55%
Nutrition & Sleep
ABBOTSFORD
72%
AdultRelationships
82%
A�er-SchoolActivities
79%
PeerRelationships
58%
Nutrition & Sleep
ALL PARTICIPATING DISTRICTS
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 11 of 97
SOCIAL & EMOTIONAL DEVELOPMENT
The development of social and emotional skills, including empathy, optimism and self-esteem, are important for supporting positivemental health during middle childhood and at all ages to follow. These skills help children understand and manage their emotions,build and maintain positive relationships, and regulate their own behaviour. Opportunities to develop social and emotional skills canbe created in many supportive environments: at school with teachers and peers, in the home with elders, family or caregivers andduring a�er-school programs with community members.
Detailed information on the MDI survey questions and response scales for Social and Emotional Development are available in theDiscover MDI Field Guide (http://discovermdi.ca/making-sense/social-emotional-development) .
RESULTS FOR ABBOTSFORD
| Average for all Districts
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 23%
Medium 33%
High 44%
EMPATHYEmpathy is the experience of understanding and sharing the feelings ofothers. e.g., "I care about the feelings of others."
0% 25% 50% 75% 100%
Low 4%
Medium 17%
High 79%
PROSOCIAL BEHAVIOURProsocial behaviour refers to actions that benefit others. e.g., "I helpedsomeone who was hurt."
0% 25% 50% 75% 100%
Low 16%
Medium 36%
High 48%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 13%
Medium 22%
High 64%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 20%
Medium 30%
High 50%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 23%
Medium 33%
High 45%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 12 of 97
ABSENCE OF WORRIESWorries measure the beginning symptoms of anxiety. e.g., "I worry a lot thatother people might not like me."
0% 25% 50% 75% 100%
Low 34%
Medium 26%
High 40%
SELF-REGULATION (LONG-TERM)Long-term self-regulation requires adapting present behaviour to achieve agoal in the future. e.g., "If something isn't going according to my plans, Ichange my actions to try and reach my goal."
0% 25% 50% 75% 100%
Low 13%
Medium 34%
High 53%
SELF-REGULATION (SHORT-TERM)Short-term self-regulation is about impulse control. It requires adaptingbehaviour or emotions to meet an immediate goal. e.g., "I can calm myselfdown when I'm excited or upset."
0% 25% 50% 75% 100%
Low 21%
Medium 34%
High 44%
RESPONSIBLE DECISION-MAKINGResponsible decision-making is about understanding the consequences ofone's actions and making good choices about personal behaviour. e.g.,"When I make a decision, I think about what might happen a�erward."
0% 25% 50% 75% 100%
Low 6%
Medium 23%
High 70%
SELF-AWARENESSSelf-awareness is the ability to recognize one's emotions and thoughtswhile understanding their influence on behaviour. e.g., "When I'm upset, Inotice how I am feeling before I take action."
0% 25% 50% 75% 100%
Low 15%
Medium 37%
High 48%
PERSEVERANCEPerseverance refers to determination. It means putting in persistent e�ortto achieve goals, even in the face of setbacks. e.g., "Once I make a plan toget something done, I stick to it."
0% 25% 50% 75% 100%
Low 30%
Medium 37%
High 34%
ASSERTIVENESSAssertiveness means communicating a personal point of view. It includesthe ability to stand up for oneself. e.g., "If I disagree with a friend, I tellthem."
0% 25% 50% 75% 100%
Low 8%
Medium 36%
High 56%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 13 of 97
CITIZENSHIP AND SOCIAL RESPONSIBILITY
I believe I can make a di�erence in the world
Disagree a lot 11%
Disagree a little 10%
Don't agree or disagree 21%
Agree a little 32%
Agree a lot 27%
I try to make the world a better place
Disagree a lot 4%
Disagree a little 6%
Don't agree or disagree 19%
Agree a little 36%
Agree a lot 35%
HAVE YOU EVER VOLUNTEERED?
67%Yes
33%No
ARE YOU CURRENTLY VOLUNTEERING?
18%Yes
82%No
DO YOU PLAN TO VOLUNTEER IN THE FUTURE?
77%Yes
23%No
RESEARCH HIGHLIGHTSSOCIAL AND EMOTIONAL DEVELOPMENT
Social and emotional competencies include children’sability to recognize, understand, and e�ectivelyrespond to emotions, manage stress and be optimistic.They also include showing concern for others,sustaining healthy relationships and making e�ectivepersonal and social decisions (Weissberg, Durlak,Domitrovitch, & Gullota, 2015).
Middle childhood is an important time for promotingself-regulation and problem-solving strategies to helpchildren persevere in the face of obstacles andsetbacks. Related skills and strategies learned duringmiddle childhood tend to stick with children throughoutthe rest of their lives (Skinner et al., 2016).
A Vancouver-based study asked Grade 10 children tovolunteer 1-1.5 hours per week with elementary schoolchildren. A�er 10 weeks researchers found participantshad significantly decreased their risk for cardiovasculardisease. The greatest health benefits were seen inadolescents who displayed the highest self-reportmeasures of empathy (Schreier, Schonert-Reichl, &Chen, 2013).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 14 of 97
PHYSICAL HEALTH & WELL-BEING
Promoting children’s physical health and well-being in the middle years lays the foundation for a healthy life. Children who reportfeeling healthy are more likely to be engaged in school, have a feeling of connectedness with their teachers and are less likely to bebullied or bully others. Children benefit from guidance and opportunities that support the development of healthy habits, whichthey can carry forward into adolescence and adulthood. These habits include regular physical activity, quality sleep and healthy,social meals.
Detailed information on the MDI survey questions and response scales for Physical Health and Well-Being are available in theDiscover MDI Field Guide (http://www.discovermdi.ca/understanding-the-mdi/dimensions/physical-health-well-being) .
RESULTS FOR ABBOTSFORD
| Average for all Districts
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 20%
Medium 50%
High 30%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 27%
3-4 times a week 10%
5+ times a week 63%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 15%
3-4 times a week 11%
5+ times a week 74%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 26%
3-4 times a week 21%
5+ times a week 52%
WHAT TIME DO YOU USUALLY GO TO BED DURING THE WEEKDAYS?
15%Before 9 pm
40%9 pm - 10 pm
21%10 pm - 11 pm
12%11 pm - 12 am
11%A�er 12 am
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 15 of 97
HOW OFTEN DO YOU EAT FOOD LIKE POP, CANDY, POTATO CHIPS, OR SOMETHING ELSE?
25%Never-Once/week
51%2-4 times/week
24%5+ times/week
WHO WOULD YOU TALK TO IF YOU WERE FEELING SAD, STRESSED, OR WORRIED?Examples provided include a teacher, school counselor, parent, grandparent, older sibling or cousin, elder, a�er-school programsta�, doctor, nurse etc. (Children can select all of the options that apply; therefore, percentages may not total 100%.)
An adult at school 26%
A family member 72%
An adult in my community 10%
A health professional 15%
My friend(s) 61%
Don't know who to talk to 9%
Prefer to handle it on my own 28%
Talk to someone else (someone not on this list) 5%
TRANSPORTATION TO AND FROM SCHOOLChildren are asked, “How do you usually get to school?”; “How do you usually get home from school?” and “If you could choose, howwould you wish to get to and from school?”
To School From School Wish
Car 58% 49% 53%
School bus 20% 21% 10%
Public transportation (public bus, train or ferry) 1% 2% 1%
Walk 19% 27% 19%
Cycle, skateboard, scooter or rollerblade 1% 1% 12%
Something else 1% 1% 5%
RESEARCH HIGHLIGHTSPHYSICAL HEALTH & WELL-BEING
Eating meals together as a family o�en is related toincreased self-esteem and school success, anddecreased chance of eating disorders, substance abuse,violent behaviour and symptoms of depression(Harrison et al., 2015).
Children ages 5 to 13 need 9–11 hours of uninterruptedsleep a night (Hirshkowitz et al., 2015). When childrendo not get enough sleep they are more likely to havetroubles at school, be involved in family disagreementsand display symptoms of depression (Smaldone, Honig,& Byrne, 2007).
Because of changes in the brain that take place aroundthe time of puberty, children are more stronglyattracted to junk foods that contain high amounts of fatand sugar than adults (Reichelt, 2016).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 16 of 97
CONNECTEDNESSStrong and supportive social connections play an important role in children’s healthy development. Close relationships and a senseof belonging with adults and peers at home, in school and in the community, can promote positive mental health and minimize risksthat may be present in children’s lives.
Having one adult, such as a parent or auntie, an elder or a coach, who cares about them, listens to them and believes in them canmake a powerful di�erence in a child’s life. For children, connectedness to extended family, community, as well as land, languageand culture also play an important role in encouraging a strong and healthy sense of identity.
Detailed information on the MDI survey questions and response scales for Connectedness is available in the Discover MDI Field Guide(http://discovermdi.ca/making-sense/connectedness) .
CONNECTEDNESS WITH ADULTS
RESULTS FOR ABBOTSFORD
| Average for all Districts
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 8%
Medium 30%
High 62%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 25%
Medium 28%
High 47%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 5%
Medium 15%
High 80%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 17 of 97
CONNECTEDNESS WITH PEERS
NUMBER OF IMPORTANT ADULTS AT SCHOOL
2 or more One None
55% 8% 37%Average for all Districts 48% 11% 41%
In 2018-2019, the ‘Number of Important Adults at School’ question appeared di�erently on the online questionnaire ascompared to previous years and the current reports (2019-2020). We caution direct comparisons of the 2018-2019 ‘Number ofImportant Adults at School’ question to previous years and to this report. We recommend you read our Data Highlights andTrends 2019-2020 report (https://bit.ly/2019-20-mdi-data-trends) for more information as you interpret the ‘Number of ImportantAdults at School’ data this year.
WHAT MAKES AN ADULT IMPORTANT TO YOU?(Children can select all the options that apply)
At School At Home
This person teaches me how to do things that I don't know. 73% 73%
I can share personal things and private feelings with this person. 34% 76%
This person likes me the way I am. 57% 83%
This person encourages me to pursue my goals and future plans. 56% 77%
I get to do a lot of fun things with this person or because of this person. 45% 78%
The person is like who I want to be when I am an adult. 24% 50%
The person is always fair to me and others. 55% 67%
The person stands up for me and others when we need it. 33% 67%
The person lets me make decisions for myself. 45% 69%
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When I amwith other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 17%
Medium 23%
High 60%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 12%
Medium 14%
High 74%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 18 of 97
RESEARCH HIGHLIGHTSCONNECTEDNESS
Children who do not feel part of a group or feel cast outby their own group are at risk of anxiety anddepression. They are also at higher risk of low schoolattendance and future school drop-out (Veiga et al.,2014).
Strong social connections in adolescence are a betterpredictor of well-being in adulthood than theiracademic achievement (Olsson, 2013).
For younger students during elementary and middleschool years, a nurturing and caring relationship with aclassroom teacher is vital. Connections with warm andaccepting teachers enhance emotional well-being,increase motivation, engagement and success in schoolfor children in early adolescence. They are also bu�ersfor children who are experiencing mental healthproblems (Oberle, 2018).
Social competencies and friendship-building skills canbu�er children against bullying, anxiety and depression(Guhn et al., 2013).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 19 of 97
USE OF AFTER-SCHOOL TIME
Participation in activities a�er school provides important developmental experiences for children in their middle years. Theseactivities create a variety of opportunities for children to build relationship skills and gain competencies. Research has consistentlyfound that children who are engaged in a�er-school activities are more likely to experience greater academic and social success.
Detailed information on the MDI survey questions and response scales for Use of A�er-School Time is available in the Discover MDIField Guide (http://discovermdi.ca/making-sense/a�er-school-time) .
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in?":
RESULTS FOR ABBOTSFORD
| Average for all Districts
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult (e.g., educational lessons, youth organizations,music or art lessons and sports practice).
0% 25% 50% 75% 100%
Never 20%
Once a week 9%
Twice or more a week 71%
EDUCATIONAL LESSONS OR ACTIVITIESFor example: Tutoring, attending a math school, foreign language lessons,or some other academic related activity.
0% 25% 50% 75% 100%
Never 70%
Once a week 9%
Twice or more a week 21%
MUSIC OR ART LESSONSFor example: Drawing or painting classes, musical instrument lessons orsome other activity related to music or art.
0% 25% 50% 75% 100%
Never 69%
Once a week 15%
Twice or more a week 16%
YOUTH ORGANIZATIONSFor example: Scouts, Girl Guides, Boys and Girls Clubs, or some other grouporganization.
0% 25% 50% 75% 100%
Never 80%
Once a week 14%
Twice or more a week 7%
INDIVIDUAL SPORTS (WITH A COACH OR INSTRUCTOR)For example: Swimming, dance, gymnastics, ice skating, tennis or anotherindividual sport.
0% 25% 50% 75% 100%
Never 66%
Once a week 11%
Twice or more a week 23%
TEAM SPORTS (WITH A COACH OR INSTRUCTOR)For example: Basketball, hockey, soccer, football, or another team sport.
0% 25% 50% 75% 100%
Never 48%
Once a week 9%
Twice or more a week 43%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 20 of 97
HOW CHILDREN SPEND THEIR TIMEChildren were asked how they spend their time during the a�er-school hours of 3 pm - 6 pm:
Percentage of children who reported:
COMPUTER USE & TVVIDEO OR COMPUTER GAMES
0% 25% 50% 75% 100%
Never 25%
Less than 30 min 16%
30 min to 1hr 17%
1-2 hrs 16%
2 or more hrs 26%
WATCH TV, NETFLIX, YOUTUBE OR SOMETHING ELSE0% 25% 50% 75% 100%
Never 3%
Less than 30 min 11%
30 min to 1hr 23%
1-2 hrs 24%
2 or more hrs 39%
SOCIALIZING WITH FRIENDSHANG OUT WITH FRIENDS
0% 25% 50% 75% 100%
Never 34%
Less than 30 min 7%
30 min to 1hr 11%
1-2 hrs 13%
2 or more hrs 35%
USE A PHONE OR INTERNET TO TEXT OR CHAT WITH FRIENDS0% 25% 50% 75% 100%
Never 23%
Less than 30 min 25%
30 min to 1hr 20%
1-2 hrs 13%
2 or more hrs 20%
READING & HOMEWORKREAD FOR FUN
0% 25% 50% 75% 100%
Never 31%
Less than 30 min 31%
30 min to 1hr 22%
1-2 hrs 10%
2 or more hrs 8%
DO HOMEWORK0% 25% 50% 75% 100%
Never 11%
Less than 30 min 26%
30 min to 1hr 40%
1-2 hrs 15%
2 or more hrs 8%
ARTS & MUSICARTS & CRAFTS
0% 25% 50% 75% 100%
Never 51%
Less than 30 min 23%
30 min to 1hr 14%
1-2 hrs 5%
2 or more hrs 7%
PRACTICE A MUSICAL INSTRUMENT0% 25% 50% 75% 100%
Never 64%
Less than 30 min 15%
30 min to 1hr 14%
1-2 hrs 4%
2 or more hrs 3%
SPORTSPLAY SPORTS OR EXERCISE FOR FUN
0% 25% 50% 75% 100%
Never 20%
Less than 30 min 14%
30 min to 1hr 26%
1-2 hrs 19%
2 or more hrs 21%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 21 of 97
WORKING & VOLUNTEERINGVOLUNTEER
0% 25% 50% 75% 100%
Never 78%
Less than 30 min 8%
30 min to 1hr 7%
1-2 hrs 4%
2 or more hrs 3%
WORK AT A JOB0% 25% 50% 75% 100%
Never 76%
Less than 30 min 6%
30 min to 1hr 6%
1-2 hrs 6%
2 or more hrs 7%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 22 of 97
WHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are grouped intocategories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 8
Friends and playing 64
Physical and/or outdoor activities 195
Music and arts 43
Time with family at home 53
Work related activities/volunteering 18
Free time/relaxing 1
Learning new things 10
Other 7
WHERE WOULD YOU LIKE THISACTIVITY TO BE? (Number of
Children)
Community Centre 121
Home 96
Park or Playground 56
School 102
Other 133
Children were asked what they want tobe doing during the a�er-school hours of3 pm - 6 pm:
I am already doing the activities I wantto be doing
77%
I wish I could do additional activities
29%
I am doing some of the activities I want,but I wish I could do more
6%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 560
I have to go straight home a�er school 291
I am too busy 239
It costs too much 164
The schedule does not fit the times I canattend
280
My parents do not approve 113
I don't know what's available 133
I need to take care of siblings or do things athome
126
It is too di�icult to get there 144
None of my friends are interested or want togo
204
The activity that I want is not o�ered 157
I have too much homework to do 157
I am afraid I will not be good enough in thatactivity
179
It is not safe for me to go 27
Other 120
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 23 of 97
AFTER-SCHOOL PEOPLE AND PLACES
WHERE DO YOU GO AFTER SCHOOL? (FROM 3 PM - 6 PM)Never 1x /week 2x +/week
Home 1% 2% 97%
Stay at school for an activity 51% 16% 33%
A�er-school program or child care 76% 6% 17%
Friend's house 42% 36% 22%
Park/playground/community centre 53% 24% 23%
The mall or stores 60% 25% 16%
Someplace else 41% 30% 28%
WHO ARE YOU WITH AFTER SCHOOL? (FROM 3 PM - 6 PM)(Children can select all of the options that apply)
By myself 45%
Friends about my age 42%
Younger brothers/sisters 43%
Older brothers/sisters 37%
Mother (or stepmother/foster mother) 67%
Father (or stepfather/foster father) 51%
Other adult (for example, elder, aunt or uncle, coach, babysitter) 12%
Grandparent(s) 19%
Other 9%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
76%Yes
9%No
15%Don't know
63%Yes
11%No
26%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 24 of 97
RESEARCH HIGHLIGHTSUSE OF AFTER-SCHOOL TIME
Participation in a�er-school programs can result ingreater connectedness to school and success in schoolas well as decreased negative behaviours (Durlak et al.,2010).
Children who demonstrate a lack of self-control andproblem solving skills may experience the greatestbenefit from activities such as music, arts and sportsthat help to develop these skills (Diamond, 2014).
Challenging and enjoyable a�er-school activities canimprove youth’s ability to reason and problem solve,exercise choice and discipline and be creative andflexible, which are strong predictors of academic,career, and life success (Diamond, 2014).
Quiet reflection time and daydreaming is just asessential to brain health and development as activeand focused activities (Immordino-Yang, 2012).
A study examining the experiences of children in Grades1–5 who participated in a�er-school programs foundthat children who participated in high-quality,structured a�er-school programs had increased social-emotional skills, in addition to fewer conduct problemsand higher social self-control and assertion (Wade,2015).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 25 of 97
SCHOOL EXPERIENCES
Children's school experiences are important for their personal well-being and academic success. When children have positiveexperiences at school they are more likely to believe they have a valued role in the school, feel more engaged in class and achievehigher academic performance. Understanding children’s school experiences improves our ability to cultivate school environmentsthat are safe, caring and supportive.
Detailed information on the MDI survey questions and response scales for School Experiences are available in the Discover MDI FieldGuide (http://discovermdi.ca/making-sense/school-experiences) .
RESULTS FOR ABBOTSFORD
| Average for all Districts
ACADEMIC SELF CONCEPTChildren's beliefs about their academic ability, including their perceptionsof themselves as students and how interested and confident they feel inschool. e.g., "I am certain I can learn the skills taught in school this year."
0% 25% 50% 75% 100%
Low 8%
Medium 20%
High 72%
SCHOOL CLIMATEThe overall tone of the school environment, including the way teachers andstudents interact and how students treat each other. e.g., "People careabout each other in this school."
0% 25% 50% 75% 100%
Low 18%
Medium 30%
High 52%
SCHOOL BELONGINGSchool belonging is the degree to which children feel connected and valuedat their school. e.g., "I feel like I am important to this school."
0% 25% 50% 75% 100%
Low 23%
Medium 29%
High 48%
Percentage of children who feel it is very important to:
61%
make friends
70%
get good grades
59%
learn new things
Percentage of children who agree a little or agree a lot that:
When I grow up, I havegoals and plans for the
future.
80%
I feel I have importantthings to do in the future.
79%
I plan to graduate from high school.
98%Yes
2%No
I plan to graduate from college,university, or some other training a�er
high school.
92%Yes
8%No
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 26 of 97
VICTIMIZATION AND BULLYING AT SCHOOLChildren are asked: "During this school year, how o�en have you been bullied by other students in the following ways?":
CYBER0% 25% 50% 75% 100%
Many times a week 2%
About every week 2%
About every month 3%
Once or a few times 13%
Not at all this year 80%
PHYSICAL0% 25% 50% 75% 100%
Many times a week 2%
About every week 3%
About every month 3%
Once or a few times 23%
Not at all this year 69%
SOCIAL0% 25% 50% 75% 100%
Many times a week 6%
About every week 4%
About every month 8%
Once or a few times 29%
Not at all this year 53%
VERBAL0% 25% 50% 75% 100%
Many times a week 6%
About every week 7%
About every month 8%
Once or a few times 30%
Not at all this year 50%
RESEARCH HIGHLIGHTSSCHOOL EXPERIENCES
Children’s perception of kindness within a school is aconsistent indicator of a positive school climate.Students who see kind behaviours in students, teachersand sta� also describe their school environments asbeing safe and encouraging places to learn. As childrentransition from Grade 4 to Grade 8, perceptions ofkindness in schools decrease (Binfet, Gadermann &Schonert-Reichl, 2016).
Feelings of belonging are associated with loweremotional distress, the reduction of negativebehaviours (such as bullying and mental health issues)and are associated to rates of higher resilience later inlife (van Harmelen et al., 2016).
Children and youth who demonstrate empathy are lesslikely to bully others and are more likely to defendagainst bullying. Research shows that specific empathyskills di�er between those who bully, are victimized,defend or are bystanders. Focusing on developingchildren’s understanding of what others feel resultsboth in less bullying and more defending behaviours(van Noorden et al, 2015).
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 27 of 97
MOVING TO ACTION WITH DISCOVERMDI.CA
MDI data can support planning, foster collaboration and inform action across schools, organizations and communities. There aremany opportunities for working with your MDI results and there are examples of successful initiatives from across the province tolearn from.
We encourage you to take time to visit Discover MDI: A Field Guide to Well-Being in Middle Childhood at discovermdi.ca, an onlineresource where you can access information and research on the many aspects of well-being in middle childhood, resources and toolsfor understanding and sharing MDI data and to connect with MDI Champions who are working on similar issues in their schools andcommunities. Here are some key resources and tools to get you started:
UNDERSTAND YOUR MDI DATAMDI reports provide information with both detail and depth intothe social and emotional lives of children. Approach the resultswith a lens of curiosity, inquiry and appreciation. The DiscoverMDI Field Guide can walk you through how to read and interpretyour MDI data (http://www.discovermdi.ca/understanding-the-mdi/mdi-
data/) . It also provides background research to support furtherunderstanding of the MDI data.
CHOOSING A FOCUS: THINK BIG, START SMALLIt may be overwhelming to consider the many opportunities forchange presented in the MDI data. Where will your focus be?What results do you have some influence over? How will youmake change? For example, if you are interested in the area ofsocial and emotional development, the Discover MDI FieldGuide provides in-depth information on the MDI and itsdimensions and measures (http://www.discovermdi.ca/understanding-
the-mdi/dimensions/) , including the measures of social andemotional development (http://www.discovermdi.ca/understanding-the-
mdi/dimensions/social-emotional-development/) .
ENGAGING OTHERSIncreasing local dialogue on the importance of child well-beingin the middle years is an excellent way to start improvingoutcomes for children. Once you are ready, review your MDIreport with multiple audiences: children, parents and elders,caregivers and teachers, school administrators, a�er-schoolprogrammers, local early/middle childhood committees, localgovernment and other community stakeholders. Visit theDiscover MDI Field Guide for tips and tools to widen theconversation and to think critically about the data together(http://www.discovermdi.ca/making-change/sharing/) .
MAKING CHANGEThe MDI provides opportunities to weave together data andlocal knowledge to create a change process that reflects theunique context of your school, district or community. TheDiscover MDI Field Guide’s ‘Making Change Workshops’ supportschool and community change-makers through the process offacilitating exploration of MDI data, creating action teams andturning ideas into concrete plans. There are full facilitationguides for each workshop, paired with worksheets andcompanion slide decks. Explore Approaches to Making Change(http://www.discovermdi.ca/making-change) .
SHARING DATA WITH CHILDRENDo the results surprise you or raise further questions?Conversations with children will help explore and clarify resultsin these areas. Sharing data with children will provide them withan opportunity to share their perspectives and ideas on how tocreate environments and interactions that help them thrive. Ifyou are wondering how to involve children of all ages and theirfamilies in exploring these results, explore our Tools page(http://www.discovermdi.ca/resources/) .
BE INSPIRED AND CONNECT WITH OTHERSInnovation happens when people build on ideas, rather thansimply duplicating them. The Discover MDI Field Guide providesopportunities to learn from seasoned MDI Champions(http://www.discovermdi.ca/connect/mdi-champions/) – check out theirstories and learn from their approaches, explore the collectionof downloadable tools (http://www.discovermdi.ca/resources/) and findupcoming training and learning opportunities(http://www.discovermdi.ca/connect/events-training/) . Be inspired, edit,adapt or create new!
If you have any additional questions about the MDI project,please visit our website at earlylearning.ubc.ca/mdi or contactthe MDI team at [email protected].
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 28 of 97
Neighbourhoods have unique characteristics that provide important context for interpreting MDI results. Understanding neighbourhood-level differences within a school district or community is essential when considering actions to support children’s well-being. The neighbourhood results section includes:
Neighbourhood Maps
• Well-Being Index Map: representing the percentage of children who are “Thriving.”
• Assets Index Maps: representing the percentage of children reporting the presence of each of the four assets of the Assets Index: Adult Relationships, Peer Relationships, Nutrition and Sleep, and After-School Activities.
Neighbourhood Data Table – A summary table of the Well-Being Index and Assets Index data.
Neighbourhood Profiles – A summary of MDI data based on the neighbourhoods in which children live, including children from all participating public, Indigenous and independent schools. Results are provided for the Well-Being Index, the Assets Index and a selection of questions related to after-school time and community belonging and safety.
Please note that neighbourhood data are reported based on children’s home postal codes and include all children who live within the school district boundaries including children attending Conseil scolaire francophone, Indigenous or independent schools. Where neighbourhoods contain fewer than 35 children, the results are suppressed.
NEIGHBOURHOOD RESULTS
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 29 of 97
NEIGHBOURHOOD MAPS28
7 St
56Ave
Approach
Dr
Ross Rd
Dawson Rd
RiverRd
Dawson
Rd
16Ave
Vedder
Mountain Rd
WrenSt
SimpsonRd
Seldon Rd
Boundary Rd
Pemberton
Hill Rd
0 Ave
HorneSt
56Ave
287
St FerndaleAve
Hayward
St
PeardonvilleRd
TownlineRd
Lamson Rd
S tave
La keRd
No 3 Rd
Sylv
este
rRd
DewdneyTrunk Rd
Vedder
Mountain Rd
Dale Rd
King Rd
Stra
itonRd
Whatcom
RdClayburn Rd
No 3 Rd
7 Ave
58 Ave
Yarrow Central Rd
Mccallum
Rd
Sylvester Rd
Stav
e La
ke S
t
OldYale Rd
Lower
Sumas
Mounta
inRd
Wilson
St
Maclure Rd
Marshall Rd
Gladw
in Rd
Wells Line Rd
Keystone Ave
0 Ave
Vye Rd
Downes Rd
Clearbrook Rd
Colum
bia
Valle
y Rd
Huntingdon Rd
Mount Lehm
an Rd
Dew
dney
Trun
k Rd
Harris Rd
BradnerRd
Fraser Hwy
Inter Provincial Hw
y
Sumas W
ay
AbbotsfordM
iss ionH
wy
¥¥7
¥¥1¥¥7
¥¥7
¥¥1
Matsqui21%
Sumas Mtn- Whatcom
25%
South Abbotsford31%
OldClayburn
35%
Fairfield26%Townline
West30%
Babich- Mill Lake
20%Clearbrook
28%Abbotsford Centre
24%
Data Suppressed(<35 students)
100%
0%
40%35%
45%
50%55%60%65%
SD 34
29%All Participating Districts*
31%
Percentage of Children Thriving
WELL-BEING INDEXThe MDI Well-Being Index is a composite
score of 5 measures that are of criticalimportance during the middle years. Children
who score in the high range on at least 4 of the 5 measures of well-being and have no low-range scores are considered to be “thriving.”
MDIGRADE 7
*See page 7 for a list of participating school districts in 2019/20.
Note: Data are mapped using home postal codes, not by where children attend school.
SD34 ABBOTSFORD 2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 30 of 97
287
St
56Ave
Approach
Dr
Ross Rd
Dawson Rd
RiverRd
Dawson
Rd
16Ave
Vedder
Mountain Rd
WrenSt
SimpsonRd
Seldon Rd
Boundary Rd
Pemberton
Hill Rd
0 Ave
HorneSt
56Ave
287
St FerndaleAve
Hayward
St
PeardonvilleRd
TownlineRd
Lamson Rd
S tave
La keRd
No 3 Rd
Sylv
este
rRd
DewdneyTrunk Rd
Vedder
Mountain Rd
Dale Rd
King Rd
Stra
itonRd
Whatcom
RdClayburn Rd
No 3 Rd
7 Ave
58 Ave
Yarrow Central Rd
Mccallum
Rd
Sylvester Rd
Stav
e La
ke S
t
OldYale Rd
Lower
Sumas
Mounta
inRd
Wilson
St
Maclure Rd
Marshall Rd
Gladw
in Rd
Wells Line Rd
Keystone Ave
0 Ave
Vye Rd
Downes Rd
Clearbrook Rd
Colum
bia
Valle
y Rd
Huntingdon Rd
Mount Lehm
an Rd
Dew
dney
Trun
k Rd
Harris Rd
BradnerRd
Fraser Hwy
Inter Provincial Hw
y
Sumas W
ay
AbbotsfordM
iss ionH
wy
¥¥7
¥¥1¥¥7
¥¥7
¥¥1
Matsqui67%
Sumas Mtn- Whatcom
72%
South Abbotsford70%
OldClayburn
74%
Fairfield70%Townline
West73%
Babich- Mill Lake
67%Clearbrook
66%Abbotsford Centre
57%
90–100%
80–89%
70–79%
<70%
Data Suppressed(<35 students)
Percentage of children reporting the presence of the adult relationship asset
ADULT RELATIONSHIPSChildren’s health and well-being are directly
related to the presence of adult relationships at home, at school and in their neighbourhood or
community.
SD 34
70%All Participating Districts*
72%
MDIGRADE 7
*See page 7 for a list of participating school districts in 2019/20.
Note: Data are mapped using home postal codes, not by where children attend school.
SD34 ABBOTSFORD 2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 31 of 97
287
St
56Ave
Approach
Dr
Ross Rd
Dawson Rd
RiverRd
Dawson
Rd
16Ave
Vedder
Mountain Rd
WrenSt
SimpsonRd
Seldon Rd
Boundary Rd
Pemberton
Hill Rd
0 Ave
HorneSt
56Ave
287
St FerndaleAve
Hayward
St
PeardonvilleRd
TownlineRd
Lamson Rd
S tave
La keRd
No 3 Rd
Sylv
este
rRd
DewdneyTrunk Rd
Vedder
Mountain Rd
Dale Rd
King Rd
Stra
itonRd
Whatcom
RdClayburn Rd
No 3 Rd
7 Ave
58 Ave
Yarrow Central Rd
Mccallum
Rd
Sylvester Rd
Stav
e La
ke S
t
OldYale Rd
Lower
Sumas
Mounta
inRd
Wilson
St
Maclure Rd
Marshall Rd
Gladw
in Rd
Wells Line Rd
Keystone Ave
0 Ave
Vye Rd
Downes Rd
Clearbrook Rd
Colum
bia
Valle
y Rd
Huntingdon Rd
Mount Lehm
an Rd
Dew
dney
Trun
k Rd
Harris Rd
BradnerRd
Fraser Hwy
Inter Provincial Hw
y
Sumas W
ay
AbbotsfordM
iss ionH
wy
¥¥7
¥¥1¥¥7
¥¥7
¥¥1
Matsqui89%
Sumas Mtn- Whatcom
78%
South Abbotsford75%
OldClayburn
79%
Fairfield84%Townline
West82%
Babich- Mill Lake
75%Clearbrook
75%Abbotsford Centre
74%
Percentage of children reporting the presence of the peer relationship asset
PEER RELATIONSHIPSChildren’s health and well-being are directly
related to feeling a sense of belonging with their peers and having close or intimate friendships.
90–100%
80–89%
70–79%
<70%
Data Suppressed(<35 students)
SD 34
78%All Participating Districts*
79%
MDIGRADE 7MDIGRADE 7
*See page 7 for a list of participating school districts in 2019/20.
Note: Data are mapped using home postal codes, not by where children attend school.
SD34 ABBOTSFORD 2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 32 of 97
287
St
56Ave
Approach
Dr
Ross Rd
Dawson Rd
RiverRd
Dawson
Rd
16Ave
Vedder
Mountain Rd
WrenSt
SimpsonRd
Seldon Rd
Boundary Rd
Pemberton
Hill Rd
0 Ave
HorneSt
56Ave
287
St FerndaleAve
Hayward
St
PeardonvilleRd
TownlineRd
Lamson Rd
S tave
La keRd
No 3 Rd
Sylv
este
rRd
DewdneyTrunk Rd
Vedder
Mountain Rd
Dale Rd
King Rd
Stra
itonRd
Whatcom
RdClayburn Rd
No 3 Rd
7 Ave
58 Ave
Yarrow Central Rd
Mccallum
Rd
Sylvester Rd
Stav
e La
ke S
t
OldYale Rd
Lower
Sumas
Mounta
inRd
Wilson
St
Maclure Rd
Marshall Rd
Gladw
in Rd
Wells Line Rd
Keystone Ave
0 Ave
Vye Rd
Downes Rd
Clearbrook Rd
Colum
bia
Valle
y Rd
Huntingdon Rd
Mount Lehm
an Rd
Dew
dney
Trun
k Rd
Harris Rd
BradnerRd
Fraser Hwy
Inter Provincial Hw
y
Sumas W
ay
AbbotsfordM
iss ionH
wy
¥¥7
¥¥1¥¥7
¥¥7
¥¥1
Matsqui46%
Sumas Mtn- Whatcom
53%
South Abbotsford57%
OldClayburn
53%
Fairfield57%Townline
West55%
Babich- Mill Lake
48%Clearbrook
49%Abbotsford Centre
60%
NUTRITION & SLEEPChildren’s health and well-being are directly related to their nutrition and sleeping habits.
Percentage of children reporting the presence of the nutrition and sleep asset
90–100%
80–89%
70–79%
<70%
Data Suppressed(<35 students)
SD 34
55%All Participating Districts*
58%
MDIGRADE 7MDIGRADE 7
*See page 7 for a list of participating school districts in 2019/20.
Note: Data are mapped using home postal codes, not by where children attend school.
SD34 ABBOTSFORD 2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 33 of 97
287
St
56Ave
Approach
Dr
Ross Rd
Dawson Rd
RiverRd
Dawson
Rd
16Ave
Vedder
Mountain Rd
WrenSt
SimpsonRd
Seldon Rd
Boundary Rd
Pemberton
Hill Rd
0 Ave
HorneSt
56Ave
287
St FerndaleAve
Hayward
St
PeardonvilleRd
TownlineRd
Lamson Rd
S tave
La keRd
No 3 Rd
Sylv
este
rRd
DewdneyTrunk Rd
Vedder
Mountain Rd
Dale Rd
King Rd
Stra
itonRd
Whatcom
RdClayburn Rd
No 3 Rd
7 Ave
58 Ave
Yarrow Central Rd
Mccallum
Rd
Sylvester Rd
Stav
e La
ke S
t
OldYale Rd
Lower
Sumas
Mounta
inRd
Wilson
St
Maclure Rd
Marshall Rd
Gladw
in Rd
Wells Line Rd
Keystone Ave
0 Ave
Vye Rd
Downes Rd
Clearbrook Rd
Colum
bia
Valle
y Rd
Huntingdon Rd
Mount Lehm
an Rd
Dew
dney
Trun
k Rd
Harris Rd
BradnerRd
Fraser Hwy
Inter Provincial Hw
y
Sumas W
ay
AbbotsfordM
iss ionH
wy
¥¥7
¥¥1¥¥7
¥¥7
¥¥1
Matsqui79%
Sumas Mtn- Whatcom
84%
South Abbotsford73%
OldClayburn
85%
Fairfield80%Townline
West82%
Babich- Mill Lake
77%Clearbrook
83%Abbotsford Centre
76%
AFTER-SCHOOL ACTIVITIESChildren’s health and well-being are directly
related to the positive activities they participate in during the after-school hours of 3-6pm.
Percentage of children reporting the presence of the after-school activity asset
90–100%
80–89%
70–79%
<70%
Data Suppressed(<35 students)
SD 34
80%All Participating Districts*
82%
MDIGRADE 7MDIGRADE 7
*See page 7 for a list of participating school districts in 2019/20.
Note: Data are mapped using home postal codes, not by where children attend school.
SD34 ABBOTSFORD 2019/2020
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 34 of 97
NeighbourhoodNumber of
Children ThrivingMedium Well-
Being Low Well-BeingAdult
RelationshipPeer
RelationshipNutrition &
SleepAfter-School
ActivitiesAbbotsford Centre 71 24% 27% 49% 57% 74% 60% 76%Babich - Mill Lake 108 20% 26% 54% 67% 75% 48% 77%
Clearbrook 152 28% 27% 45% 66% 75% 49% 83%Fairfield 95 26% 41% 33% 70% 84% 57% 80%Matsqui 36 21% 30% 48% 67% 89% 46% 79%
McMillan 114 39% 22% 39% 79% 78% 62% 87%Old Clayburn 170 35% 21% 44% 74% 79% 53% 85%
South Abbotsford 117 31% 30% 38% 70% 75% 57% 73%South Clearbrook 103 33% 25% 42% 68% 79% 57% 76%
Sumas Mtn - Whatcom 105 25% 27% 48% 72% 78% 53% 84%Townline East 111 28% 32% 40% 73% 81% 61% 77%
Townline West 113 30% 27% 43% 73% 82% 55% 82%Abbotsford (SD34) 1,315 29% 27% 44% 70% 78% 55% 80%
All Participating Districts 12,761 31% 27% 42% 72% 79% 58% 82%
WELL-BEING INDEX
Percentage of children experiencing: Percentage of children reporting the presence of these assets in their lives:
ASSETS INDEX
ThrivingMedium to High
Well-BeingNumber of
ChildrenNeighbourhoodLow
Well-BeingAdult
RelationshipsPeer
RelationshipsNutrition &
SleepAfter-School
Activities
MDIGRADE 7
NEIGHBOURHOOD DATA TABLE
Note: Neighbourhood data are reported based on children’s home postal codes and include all children who live within the school district boundaries including children attending Conseil scolaire francophone, Indigenous or independent schools. Therefore the number of children in all neighbourhoods may not equal the total school district count. MDI results are suppressed where there are fewer than 35 children.
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 35 of 97
NEIGHBOURHOOD PROFILE 2019/2020
ABBOTSFORD CENTREABBOTSFORDNUMBER OF CHILDREN: 71
WELL-BEING INDEXABBOTSFORD CENTRE
24% Thriving
27% Medium
49% Low 71Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 32%
Medium 38%
High 29%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 22%
Medium 22%
High 57%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 20%
Medium 33%
High 46%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 21%
Medium 39%
High 39%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 36 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 19%
Medium 51%
High 29%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
57%
AdultRelationships
76%
A�er-SchoolActivities
74%
Peer Relationships
60%
Nutrition & Sleep
ABBOTSFORD CENTRE
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 13%
Medium 28%
High 59%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 35%
Medium 18%
High 46%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 3%
Medium 16%
High 81%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 37 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 20%
Medium 28%
High 52%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 16%
Medium 14%
High 70%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 31%
3-4 times a week 12%
5+ times a week 57%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 21%
3-4 times a week 18%
5+ times a week 62%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 19%
3-4 times a week 38%
5+ times a week 43%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 24%
Once a week 4%
Twice or more a week 72%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 38 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 0
Friends and playing 6
Physical and/or outdoor activities 13
Music and arts 3
Time with family at home 6
Work related activities/volunteering 1
Free time/relaxing 0
Learning new things 1
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
66%
I wish I could do additional activities
40%
I am doing some of the activities I want,but I wish I could do more
6%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 26
I have to go straight home a�er school 16
I am too busy 10
It costs too much 15
The schedule does not fit the times I canattend
15
My parents do not approve 11
I don't know what's available 10
I need to take care of siblings or do things athome
7
It is too di�icult to get there 6
None of my friends are interested or want togo
14
The activity that I want is not o�ered 12
I have too much homework to do 10
I am afraid I will not be good enough in thatactivity
10
It is not safe for me to go 4
Other 10
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 39 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 73% 9% 18%
Art or music lessons 66% 16% 18%
Youth organizations 78% 12% 10%
Individual sports with a coach orinstructor
76% 4% 19%
Team sports with a coach orinstructor
57% 6% 37%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
70%Yes
7%No
23%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
26%Really care about
me.
22%Believe that I will
be a success.
25%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
79%Yes
14%No
7%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 40 of 97
NEIGHBOURHOOD PROFILE 2019/2020
BABICH - MILL LAKEABBOTSFORDNUMBER OF CHILDREN: 108
WELL-BEING INDEXBABICH - MILL LAKE
20% Thriving
26% Medium
54% Low108
Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 29%
Medium 32%
High 39%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 20%
Medium 24%
High 56%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 27%
Medium 34%
High 39%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 30%
Medium 39%
High 31%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 41 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 23%
Medium 51%
High 26%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
67%
AdultRelationships
77%
A�er-SchoolActivities
75%
Peer Relationships
48%
Nutrition & Sleep
BABICH - MILL LAKE
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 9%
Medium 31%
High 60%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 25%
Medium 31%
High 44%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 9%
Medium 21%
High 70%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 42 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 21%
Medium 31%
High 49%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 12%
Medium 18%
High 70%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 34%
3-4 times a week 13%
5+ times a week 53%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 21%
3-4 times a week 17%
5+ times a week 62%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 31%
3-4 times a week 25%
5+ times a week 43%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 23%
Once a week 11%
Twice or more a week 66%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 43 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 0
Friends and playing 7
Physical and/or outdoor activities 14
Music and arts 2
Time with family at home 6
Work related activities/volunteering 1
Free time/relaxing 0
Learning new things 1
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
75%
I wish I could do additional activities
30%
I am doing some of the activities I want,but I wish I could do more
6%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 49
I have to go straight home a�er school 24
I am too busy 20
It costs too much 19
The schedule does not fit the times I canattend
20
My parents do not approve 14
I don't know what's available 7
I need to take care of siblings or do things athome
21
It is too di�icult to get there 16
None of my friends are interested or want togo
15
The activity that I want is not o�ered 12
I have too much homework to do 10
I am afraid I will not be good enough in thatactivity
11
It is not safe for me to go 7
Other 6
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 44 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 76% 8% 16%
Art or music lessons 70% 16% 14%
Youth organizations 72% 20% 8%
Individual sports with a coach orinstructor
74% 8% 18%
Team sports with a coach orinstructor
57% 7% 36%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
61%Yes
9%No
30%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
29%Really care about
me.
27%Believe that I will
be a success.
22%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
73%Yes
14%No
13%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 45 of 97
NEIGHBOURHOOD PROFILE 2019/2020
CLEARBROOKABBOTSFORDNUMBER OF CHILDREN: 152
WELL-BEING INDEXCLEARBROOK
28% Thriving
27% Medium
45% Low 152Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 27%
Medium 30%
High 43%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 16%
Medium 26%
High 58%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 26%
Medium 27%
High 48%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 27%
Medium 28%
High 45%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 46 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 20%
Medium 54%
High 26%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
66%
AdultRelationships
83%
A�er-SchoolActivities
75%
Peer Relationships
49%
Nutrition & Sleep
CLEARBROOK
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 10%
Medium 32%
High 58%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 26%
Medium 31%
High 43%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 8%
Medium 18%
High 74%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 47 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 18%
Medium 28%
High 53%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 13%
Medium 14%
High 73%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 32%
3-4 times a week 9%
5+ times a week 59%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 20%
3-4 times a week 6%
5+ times a week 75%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 33%
3-4 times a week 20%
5+ times a week 47%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 18%
Once a week 7%
Twice or more a week 75%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 48 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 6
Physical and/or outdoor activities 24
Music and arts 3
Time with family at home 5
Work related activities/volunteering 2
Free time/relaxing 0
Learning new things 3
Other 0
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
76%
I wish I could do additional activities
31%
I am doing some of the activities I want,but I wish I could do more
7%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 74
I have to go straight home a�er school 40
I am too busy 20
It costs too much 18
The schedule does not fit the times I canattend
16
My parents do not approve 12
I don't know what's available 12
I need to take care of siblings or do things athome
10
It is too di�icult to get there 12
None of my friends are interested or want togo
28
The activity that I want is not o�ered 27
I have too much homework to do 10
I am afraid I will not be good enough in thatactivity
19
It is not safe for me to go 3
Other 15
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 49 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 65% 7% 28%
Art or music lessons 60% 16% 24%
Youth organizations 73% 17% 9%
Individual sports with a coach orinstructor
65% 11% 24%
Team sports with a coach orinstructor
50% 9% 40%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
60%Yes
13%No
27%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
27%Really care about
me.
22%Believe that I will
be a success.
21%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
75%Yes
7%No
18%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 50 of 97
NEIGHBOURHOOD PROFILE 2019/2020
FAIRFIELDABBOTSFORDNUMBER OF CHILDREN: 95
WELL-BEING INDEXFAIRFIELD
26% Thriving
41% Medium
33% Low
95Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 15%
Medium 37%
High 48%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 5%
Medium 28%
High 66%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 9%
Medium 35%
High 56%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 15%
Medium 42%
High 43%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 51 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 16%
Medium 51%
High 33%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
70%
AdultRelationships
80%
A�er-SchoolActivities
84%
Peer Relationships
57%
Nutrition & Sleep
FAIRFIELD
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 3%
Medium 31%
High 66%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 28%
Medium 30%
High 41%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 1%
Medium 12%
High 87%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 52 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 12%
Medium 21%
High 67%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 9%
Medium 17%
High 74%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 26%
3-4 times a week 9%
5+ times a week 64%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 10%
3-4 times a week 6%
5+ times a week 84%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 20%
3-4 times a week 18%
5+ times a week 62%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 20%
Once a week 11%
Twice or more a week 69%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 53 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 2
Physical and/or outdoor activities 7
Music and arts 3
Time with family at home 2
Work related activities/volunteering 1
Free time/relaxing 1
Learning new things 0
Other 0
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
86%
I wish I could do additional activities
18%
I am doing some of the activities I want,but I wish I could do more
3%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 49
I have to go straight home a�er school 15
I am too busy 13
It costs too much 8
The schedule does not fit the times I canattend
19
My parents do not approve 6
I don't know what's available 12
I need to take care of siblings or do things athome
9
It is too di�icult to get there 8
None of my friends are interested or want togo
14
The activity that I want is not o�ered 12
I have too much homework to do 12
I am afraid I will not be good enough in thatactivity
16
It is not safe for me to go 0
Other 4
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 54 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 73% 7% 19%
Art or music lessons 66% 15% 19%
Youth organizations 85% 11% 4%
Individual sports with a coach orinstructor
62% 14% 24%
Team sports with a coach orinstructor
39% 15% 46%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
62%Yes
8%No
29%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
26%Really care about
me.
26%Believe that I will
be a success.
25%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
78%Yes
4%No
18%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 55 of 97
NEIGHBOURHOOD PROFILE 2019/2020
MATSQUIABBOTSFORDNUMBER OF CHILDREN: 36
WELL-BEING INDEXMATSQUI
21% Thriving
30% Medium
48% Low 36Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 24%
Medium 41%
High 35%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 21%
Medium 12%
High 68%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 25%
Medium 28%
High 47%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 19%
Medium 33%
High 47%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 56 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 26%
Medium 50%
High 24%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
67%
AdultRelationships
79%
A�er-SchoolActivities
89%
Peer Relationships
46%
Nutrition & Sleep
MATSQUI
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 11%
Medium 33%
High 56%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 26%
Medium 20%
High 54%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 6%
Medium 17%
High 78%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 57 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 8%
Medium 22%
High 69%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 11%
Medium 8%
High 81%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 40%
3-4 times a week 20%
5+ times a week 40%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 8%
3-4 times a week 6%
5+ times a week 86%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 29%
3-4 times a week 14%
5+ times a week 57%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 21%
Once a week 3%
Twice or more a week 76%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 58 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 2
Physical and/or outdoor activities 4
Music and arts 2
Time with family at home 1
Work related activities/volunteering 0
Free time/relaxing 0
Learning new things 0
Other 0
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
85%
I wish I could do additional activities
26%
I am doing some of the activities I want,but I wish I could do more
12%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 9
I have to go straight home a�er school 11
I am too busy 7
It costs too much 2
The schedule does not fit the times I canattend
7
My parents do not approve 5
I don't know what's available 2
I need to take care of siblings or do things athome
4
It is too di�icult to get there 9
None of my friends are interested or want togo
7
The activity that I want is not o�ered 3
I have too much homework to do 4
I am afraid I will not be good enough in thatactivity
6
It is not safe for me to go 1
Other 8
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 59 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 72% 6% 22%
Art or music lessons 65% 18% 18%
Youth organizations 85% 15% 0%
Individual sports with a coach orinstructor
62% 18% 21%
Team sports with a coach orinstructor
34% 19% 47%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
44%Yes
14%No
42%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
26%Really care about
me.
37%Believe that I will
be a success.
34%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
58%Yes
17%No
25%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 60 of 97
NEIGHBOURHOOD PROFILE 2019/2020
MCMILLANABBOTSFORDNUMBER OF CHILDREN: 114
WELL-BEING INDEXMCMILLAN
39% Thriving
22% Medium
39% Low
114Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 21%
Medium 36%
High 43%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 12%
Medium 19%
High 69%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 14%
Medium 29%
High 58%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 25%
Medium 26%
High 49%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 61 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 14%
Medium 45%
High 41%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
79%
AdultRelationships
87%
A�er-SchoolActivities
78%
Peer Relationships
62%
Nutrition & Sleep
MCMILLAN
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 8%
Medium 22%
High 70%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 14%
Medium 26%
High 59%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 1%
Medium 12%
High 87%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 62 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 17%
Medium 19%
High 65%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 10%
Medium 13%
High 77%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 18%
3-4 times a week 10%
5+ times a week 73%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 15%
3-4 times a week 13%
5+ times a week 72%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 23%
3-4 times a week 21%
5+ times a week 56%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 13%
Once a week 10%
Twice or more a week 77%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 63 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 0
Friends and playing 1
Physical and/or outdoor activities 18
Music and arts 4
Time with family at home 1
Work related activities/volunteering 0
Free time/relaxing 0
Learning new things 2
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
80%
I wish I could do additional activities
25%
I am doing some of the activities I want,but I wish I could do more
5%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 46
I have to go straight home a�er school 18
I am too busy 27
It costs too much 15
The schedule does not fit the times I canattend
30
My parents do not approve 7
I don't know what's available 15
I need to take care of siblings or do things athome
16
It is too di�icult to get there 9
None of my friends are interested or want togo
17
The activity that I want is not o�ered 16
I have too much homework to do 18
I am afraid I will not be good enough in thatactivity
28
It is not safe for me to go 1
Other 12
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 64 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 77% 5% 18%
Art or music lessons 75% 14% 11%
Youth organizations 71% 21% 8%
Individual sports with a coach orinstructor
61% 12% 27%
Team sports with a coach orinstructor
37% 4% 59%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
82%Yes
4%No
14%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
30%Really care about
me.
28%Believe that I will
be a success.
31%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
83%Yes
5%No
11%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 65 of 97
NEIGHBOURHOOD PROFILE 2019/2020
OLD CLAYBURNABBOTSFORDNUMBER OF CHILDREN: 170
WELL-BEING INDEXOLD CLAYBURN
35% Thriving
21% Medium
44% Low170
Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 32%
Medium 25%
High 43%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 16%
Medium 20%
High 64%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 25%
Medium 27%
High 48%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 22%
Medium 31%
High 47%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 66 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 21%
Medium 43%
High 36%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
74%
AdultRelationships
85%
A�er-SchoolActivities
79%
Peer Relationships
53%
Nutrition & Sleep
OLD CLAYBURN
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 8%
Medium 33%
High 59%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 24%
Medium 20%
High 56%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 7%
Medium 17%
High 76%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 67 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 16%
Medium 21%
High 63%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 13%
Medium 9%
High 78%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 25%
3-4 times a week 9%
5+ times a week 66%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 13%
3-4 times a week 15%
5+ times a week 73%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 33%
3-4 times a week 18%
5+ times a week 49%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 15%
Once a week 9%
Twice or more a week 76%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 68 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 13
Physical and/or outdoor activities 26
Music and arts 8
Time with family at home 11
Work related activities/volunteering 1
Free time/relaxing 0
Learning new things 2
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
78%
I wish I could do additional activities
29%
I am doing some of the activities I want,but I wish I could do more
7%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 70
I have to go straight home a�er school 35
I am too busy 37
It costs too much 21
The schedule does not fit the times I canattend
47
My parents do not approve 8
I don't know what's available 16
I need to take care of siblings or do things athome
11
It is too di�icult to get there 26
None of my friends are interested or want togo
24
The activity that I want is not o�ered 15
I have too much homework to do 26
I am afraid I will not be good enough in thatactivity
21
It is not safe for me to go 0
Other 20
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 69 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 71% 14% 15%
Art or music lessons 71% 15% 15%
Youth organizations 76% 19% 5%
Individual sports with a coach orinstructor
59% 15% 26%
Team sports with a coach orinstructor
46% 10% 44%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
66%Yes
10%No
24%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
35%Really care about
me.
31%Believe that I will
be a success.
31%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
79%Yes
10%No
11%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 70 of 97
NEIGHBOURHOOD PROFILE 2019/2020
SOUTH ABBOTSFORDABBOTSFORDNUMBER OF CHILDREN: 117
WELL-BEING INDEXSOUTH ABBOTSFORD
31% Thriving
30% Medium
38% Low
117Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 16%
Medium 33%
High 50%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 10%
Medium 20%
High 70%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 18%
Medium 23%
High 58%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 22%
Medium 36%
High 43%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 71 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 21%
Medium 55%
High 24%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
70%
AdultRelationships
73%
A�er-SchoolActivities
75%
Peer Relationships
57%
Nutrition & Sleep
SOUTH ABBOTSFORD
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 12%
Medium 31%
High 57%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 27%
Medium 26%
High 48%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 3%
Medium 17%
High 81%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 72 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 22%
Medium 15%
High 63%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 12%
Medium 10%
High 77%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 23%
3-4 times a week 9%
5+ times a week 68%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 15%
3-4 times a week 13%
5+ times a week 72%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 17%
3-4 times a week 24%
5+ times a week 58%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 27%
Once a week 11%
Twice or more a week 62%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 73 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 4
Physical and/or outdoor activities 16
Music and arts 2
Time with family at home 5
Work related activities/volunteering 2
Free time/relaxing 0
Learning new things 1
Other 0
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
79%
I wish I could do additional activities
24%
I am doing some of the activities I want,but I wish I could do more
4%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 48
I have to go straight home a�er school 21
I am too busy 24
It costs too much 10
The schedule does not fit the times I canattend
22
My parents do not approve 10
I don't know what's available 11
I need to take care of siblings or do things athome
7
It is too di�icult to get there 13
None of my friends are interested or want togo
10
The activity that I want is not o�ered 9
I have too much homework to do 16
I am afraid I will not be good enough in thatactivity
10
It is not safe for me to go 2
Other 6
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 74 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 70% 13% 17%
Art or music lessons 67% 15% 18%
Youth organizations 83% 7% 10%
Individual sports with a coach orinstructor
76% 5% 19%
Team sports with a coach orinstructor
47% 7% 46%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
55%Yes
12%No
33%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
29%Really care about
me.
34%Believe that I will
be a success.
25%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
75%Yes
10%No
15%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 75 of 97
NEIGHBOURHOOD PROFILE 2019/2020
SOUTH CLEARBROOKABBOTSFORDNUMBER OF CHILDREN: 103
WELL-BEING INDEXSOUTH CLEARBROOK
33% Thriving
25% Medium
42% Low103
Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 21%
Medium 27%
High 52%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 14%
Medium 21%
High 65%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 21%
Medium 31%
High 47%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 19%
Medium 36%
High 44%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 76 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 19%
Medium 53%
High 28%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
68%
AdultRelationships
76%
A�er-SchoolActivities
79%
Peer Relationships
57%
Nutrition & Sleep
SOUTH CLEARBROOK
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 10%
Medium 23%
High 67%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 26%
Medium 23%
High 51%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 8%
Medium 12%
High 80%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 77 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 18%
Medium 27%
High 55%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 10%
Medium 13%
High 77%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 31%
3-4 times a week 11%
5+ times a week 58%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 15%
3-4 times a week 8%
5+ times a week 77%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 27%
3-4 times a week 14%
5+ times a week 59%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 24%
Once a week 14%
Twice or more a week 62%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 78 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 9
Physical and/or outdoor activities 11
Music and arts 4
Time with family at home 7
Work related activities/volunteering 0
Free time/relaxing 0
Learning new things 0
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
74%
I wish I could do additional activities
30%
I am doing some of the activities I want,but I wish I could do more
4%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 31
I have to go straight home a�er school 37
I am too busy 18
It costs too much 10
The schedule does not fit the times I canattend
24
My parents do not approve 11
I don't know what's available 14
I need to take care of siblings or do things athome
10
It is too di�icult to get there 12
None of my friends are interested or want togo
20
The activity that I want is not o�ered 12
I have too much homework to do 12
I am afraid I will not be good enough in thatactivity
12
It is not safe for me to go 2
Other 6
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 79 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 68% 10% 22%
Art or music lessons 64% 16% 20%
Youth organizations 77% 17% 6%
Individual sports with a coach orinstructor
72% 10% 18%
Team sports with a coach orinstructor
56% 15% 29%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
59%Yes
12%No
29%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
30%Really care about
me.
24%Believe that I will
be a success.
26%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
68%Yes
10%No
22%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 80 of 97
NEIGHBOURHOOD PROFILE 2019/2020
SUMAS MTN - WHATCOMABBOTSFORDNUMBER OF CHILDREN: 105
WELL-BEING INDEXSUMAS MTN - WHATCOM
25% Thriving
27% Medium
48% Low 105Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 23%
Medium 36%
High 41%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 15%
Medium 18%
High 67%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 18%
Medium 29%
High 52%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 21%
Medium 32%
High 47%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 81 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 24%
Medium 39%
High 37%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
72%
AdultRelationships
84%
A�er-SchoolActivities
78%
Peer Relationships
53%
Nutrition & Sleep
SUMAS MTN - WHATCOM
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 4%
Medium 34%
High 62%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 24%
Medium 36%
High 39%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 6%
Medium 17%
High 77%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 82 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 15%
Medium 29%
High 56%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 13%
Medium 23%
High 65%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 25%
3-4 times a week 10%
5+ times a week 65%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 13%
3-4 times a week 15%
5+ times a week 73%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 33%
3-4 times a week 29%
5+ times a week 38%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 16%
Once a week 5%
Twice or more a week 79%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 83 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 4
Physical and/or outdoor activities 12
Music and arts 6
Time with family at home 3
Work related activities/volunteering 4
Free time/relaxing 0
Learning new things 0
Other 0
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
79%
I wish I could do additional activities
28%
I am doing some of the activities I want,but I wish I could do more
7%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 42
I have to go straight home a�er school 25
I am too busy 25
It costs too much 17
The schedule does not fit the times I canattend
29
My parents do not approve 9
I don't know what's available 12
I need to take care of siblings or do things athome
8
It is too di�icult to get there 11
None of my friends are interested or want togo
24
The activity that I want is not o�ered 16
I have too much homework to do 9
I am afraid I will not be good enough in thatactivity
16
It is not safe for me to go 3
Other 11
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 84 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 70% 8% 22%
Art or music lessons 63% 22% 14%
Youth organizations 77% 14% 9%
Individual sports with a coach orinstructor
63% 12% 26%
Team sports with a coach orinstructor
51% 7% 42%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
53%Yes
19%No
28%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
27%Really care about
me.
23%Believe that I will
be a success.
28%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
74%Yes
9%No
17%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 85 of 97
NEIGHBOURHOOD PROFILE 2019/2020
TOWNLINE EASTABBOTSFORDNUMBER OF CHILDREN: 111
WELL-BEING INDEXTOWNLINE EAST
28% Thriving
32% Medium
40% Low
111Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 12%
Medium 38%
High 50%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 9%
Medium 17%
High 74%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 16%
Medium 38%
High 45%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 24%
Medium 25%
High 51%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 86 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 15%
Medium 60%
High 25%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
73%
AdultRelationships
77%
A�er-SchoolActivities
81%
Peer Relationships
61%
Nutrition & Sleep
TOWNLINE EAST
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 6%
Medium 32%
High 62%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 24%
Medium 33%
High 43%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 6%
Medium 6%
High 89%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 87 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 13%
Medium 20%
High 67%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 13%
Medium 17%
High 70%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 20%
3-4 times a week 14%
5+ times a week 67%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 14%
3-4 times a week 6%
5+ times a week 80%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 20%
3-4 times a week 19%
5+ times a week 61%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 23%
Once a week 8%
Twice or more a week 69%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 88 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 0
Friends and playing 5
Physical and/or outdoor activities 27
Music and arts 2
Time with family at home 2
Work related activities/volunteering 3
Free time/relaxing 0
Learning new things 0
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
71%
I wish I could do additional activities
35%
I am doing some of the activities I want,but I wish I could do more
6%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 57
I have to go straight home a�er school 19
I am too busy 20
It costs too much 11
The schedule does not fit the times I canattend
22
My parents do not approve 10
I don't know what's available 8
I need to take care of siblings or do things athome
13
It is too di�icult to get there 7
None of my friends are interested or want togo
11
The activity that I want is not o�ered 6
I have too much homework to do 13
I am afraid I will not be good enough in thatactivity
11
It is not safe for me to go 3
Other 11
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 89 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 67% 10% 23%
Art or music lessons 79% 10% 10%
Youth organizations 91% 5% 5%
Individual sports with a coach orinstructor
66% 12% 21%
Team sports with a coach orinstructor
45% 8% 46%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
70%Yes
9%No
21%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
25%Really care about
me.
23%Believe that I will
be a success.
23%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
75%Yes
7%No
17%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 90 of 97
NEIGHBOURHOOD PROFILE 2019/2020
TOWNLINE WESTABBOTSFORDNUMBER OF CHILDREN: 113
WELL-BEING INDEXTOWNLINE WEST
30% Thriving
27% Medium
43% Low113
Children
ABBOTSFORD
29% Thriving
27% Medium
44% Low1315
Children
MEASURES COMPRISING THE WELL-BEING INDEX
| School District Average
OPTIMISMOptimism refers to the mindset of having positive expectations for thefuture. e.g., "I have more good times than bad times."
0% 25% 50% 75% 100%
Low 21%
Medium 33%
High 46%
SELF-ESTEEMSelf-esteem refers to a person's sense of self-worth. e.g., "A lot of thingsabout me are good."
0% 25% 50% 75% 100%
Low 8%
Medium 27%
High 65%
HAPPINESSHappiness refers to how content or satisfied children are with their lives.e.g., "I am happy with my life."
0% 25% 50% 75% 100%
Low 15%
Medium 29%
High 56%
ABSENCE OF SADNESSSadness measures the beginning symptoms of depression. e.g., "I feelunhappy a lot of the time."
0% 25% 50% 75% 100%
Low 21%
Medium 30%
High 49%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 91 of 97
GENERAL HEALTHChildren are asked, "In general, how would you describe your health?"
0% 25% 50% 75% 100%
Low 20%
Medium 51%
High 29%
ASSETS INDEX
MEASURES COMPRISING THE ASSETS INDEX
ADULT RELATIONSHIPS
Percentage of children reporting the presence of an asset
<70% 70-79% 80-89% 90%>
73%
AdultRelationships
82%
A�er-SchoolActivities
82%
Peer Relationships
55%
Nutrition & Sleep
TOWNLINE WEST
70%
AdultRelationships
80%
A�er-SchoolActivities
78%
Peer Relationships
55%
Nutrition & Sleep
ABBOTSFORD
| School District Average
ADULTS AT SCHOOLAssesses the quality of relationships children have with the adults theyinteract with at school. e.g., "At my school there is an adult who believes Iwill be a success."
0% 25% 50% 75% 100%
Low 6%
Medium 30%
High 64%
ADULTS IN THE NEIGHBOURHOOD/COMMUNITYAssesses the quality of relationships children have with the adults theyinteract with in their neighbourhood or community. e.g., "In myneighbourhood/community there is an adult who really cares about me."
0% 25% 50% 75% 100%
Low 21%
Medium 38%
High 40%
ADULTS AT HOMEAssesses the quality of relationships children have with the adults in theirhome. e.g., "In my home there is a parent or other adult who listens to mewhen I have something to say."
0% 25% 50% 75% 100%
Low 2%
Medium 15%
High 83%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 92 of 97
PEER RELATIONSHIPS
NUTRITION AND SLEEP
AFTER-SCHOOL ACTIVITIESChildren were asked, "During the last week a�er school (from 3 pm - 6 pm), how many days did you participate in":
PEER BELONGINGMeasures children's feelings of belonging to a social group. e.g., "When Iam with other kids my age, I feel I belong."
0% 25% 50% 75% 100%
Low 13%
Medium 17%
High 70%
FRIENDSHIP INTIMACYAssesses the quality of relationships children have with their peers. e.g., "Ihave a friend I can tell everything to."
0% 25% 50% 75% 100%
Low 12%
Medium 13%
High 76%
EATING BREAKFASTChildren are asked, "How o�en do you eat breakfast?"
0% 25% 50% 75% 100%
2 or fewer times a week 24%
3-4 times a week 5%
5+ times a week 71%
MEALS AT HOME WITH YOUR FAMILYChildren are asked, "How o�en do your parents or other adult familymembers eat meals with you?"
0% 25% 50% 75% 100%
2 or fewer times a week 14%
3-4 times a week 5%
5+ times a week 81%
FREQUENCY OF GOOD SLEEPChildren are asked, "How o�en do you get a good night's sleep?"
0% 25% 50% 75% 100%
2 or fewer times a week 26%
3-4 times a week 19%
5+ times a week 55%
ANY ORGANIZED ACTIVITYChildren who participated in any a�er-school activity that was structuredand supervised by an adult. (e.g., educational lessons, youth organizations,music or art lessons and sports practice)
0% 25% 50% 75% 100%
Never 18%
Once a week 9%
Twice or more a week 73%
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 93 of 97
USE OF AFTER-SCHOOL TIMEWHAT CHILDREN WISH TO BE DOING
Children who answered that they wish to be doing additionalactivities were asked to identify one activity they wish they could doand where they would like to do it. Note: responses are groupedinto categories for reporting purposes.
WISHES (Number of Children)
Computer/Video Games/TV 1
Friends and playing 4
Physical and/or outdoor activities 22
Music and arts 2
Time with family at home 2
Work related activities/volunteering 3
Free time/relaxing 0
Learning new things 0
Other 1
Children were asked what they want tobe doing during the a�er-school hoursof 3 pm - 6 pm:
I am already doing the activities I wantto be doing
72%
I wish I could do additional activities
32%
I am doing some of the activities I want,but I wish I could do more
5%
PERCEIVED BARRIERS TOPARTICIPATING IN DESIRED AFTER-SCHOOL ACTIVITIESChildren were asked what prevents them from doing theactivities they wish to be doing a�er school (3 pm - 6 pm):
(Number ofChildren)
I have no barriers 51
I have to go straight home a�er school 22
I am too busy 12
It costs too much 17
The schedule does not fit the times I canattend
22
My parents do not approve 8
I don't know what's available 11
I need to take care of siblings or do things athome
7
It is too di�icult to get there 12
None of my friends are interested or want togo
16
The activity that I want is not o�ered 12
I have too much homework to do 14
I am afraid I will not be good enough in thatactivity
17
It is not safe for me to go 0
Other 9
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 94 of 97
AFTER-SCHOOL ACTIVITIESChildren were asked, "During last week AFTER SCHOOL (from 3pm - 6 pm), how many days did you participate in":
Not atall
1x/week
2x+/week
Educational lessons or activities 59% 12% 30%
Art or music lessons 74% 12% 14%
Youth organizations 93% 5% 3%
Individual sports with a coach orinstructor
61% 11% 28%
Team sports with a coach orinstructor
42% 12% 46%
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREPLACES THAT PROVIDE PROGRAMS FOR KIDS YOUR AGE:
65%Yes
12%No
23%Don't know
COMMUNITY BELONGING & SAFETY
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE AREADULTS WHO:(Percentage of children who responded "very much true")
24%Really care about
me.
25%Believe that I will
be a success.
24%Listen to me whenI have something
to say.
IN YOUR NEIGHBOURHOOD/COMMUNITY THERE ARESAFE PLACES WHERE YOU FEEL COMFORTABLE HANGINGOUT WITH FRIENDS:
78%Yes
9%No
13%Don't know
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 95 of 97
REFERENCES
INTRODUCTION TO THE MDIRubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M.Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 571–645). John Wiley & Sons Inc.
Jacobs, R. H., Reinecke, M. A., Gollan, J. K., & Kane, P. (2008). Empirical evidence of cognitive vulnerability for depression amongchildren and adolescents: A cognitive science and developmental perspective. Clinical Psychology Review, 28(5), 759–782. ScienceDirect.
SOCIAL & EMOTIONAL DEVELOPMENTWeissberg, R.P., Durlak, J.A., Domitrovich, C.E., & Gullotta, T.P. (2015). Social and emotional learning: Past, present, and future. In J.A.Durlak, C.A. Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.) Handbook of social and emotional learning (3–19). New York, NY:Guildford Press.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). Development of coping during middle childhood: Cognitive reappraisal, mentalmodes of coping, and coordination with demands. In E. A. Skinner & M. J. Zimmer-Gembeck, The Development of Coping (pp. 163–183). Cham: Springer International Publishing.
Schreier H., Schonert-Reichl K., & Chen E. (2013). E�ect of volunteering on risk factors for cardiovascular disease in adolescents: arandomized controlled trial. JAMA Pediatrics,167 (4): 327–332.
PHYSICAL HEALTH & WELL-BEINGHarrison, M. E., Norris, M. L., Obeid, N., Fu, M., Weinstangel, H., & Sampson, M. (2015). Systematic review of the e�ects of family mealfrequency on psychosocial outcomes in youth. Canadian Family Physician, 61(2), 96–106.
Smaldone A, Honig J., & Byrne M. (2007). Sleepless in America: inadequate sleep and relationships to health and well-being of ournation’s children. Pediatrics, 119 (suppl 1): S29-S37.
Reichelt, A. C. (2016). Adolescent maturational transitions in the prefrontal cortex and dopamine signaling as a risk factor for thedevelopment of obesity and high fat/high sugar diet induced cognitive deficits. Frontiers in Behavioral Neuroscience, 10, 1–17.
CONNECTEDNESSVeiga, F., Wentzel, K., Melo, M., Pereira, T., Faria, L., & Galvão, D. (2014). Students’engagement in school and peer relations: A literaturereview. In I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação (pp. 196–211).
Olsson, C., McGee, R., Nada-Raja, S., & Williams, S. (2013). A 32-year longitudinal study of child and adolescent pathways to well-being in adulthood. Journal of Happiness Studies, 14(3), 1069–1083.
Oberle, E., Guhn, M., Gadermann, A. M., Thomson, K., & Schonert-Reichl, K. A. (2018). Positive mental health and supportive schoolenvironments: A population-level longitudinal study of dispositional optimism and school relationships in early adolescence. SocialScience & Medicine, 214, 154–161.
Guhn, M., Schonert-Reichl, K. A., Gadermann, A. M., Hymel, S., & Hertzman, C. (2013). A population study of victimization,relationships, and well-being in middle childhood. Journal of Happiness Studies, 14(5), 1529–1541.
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 96 of 97
USE OF AFTER-SCHOOL TIMEDurlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of a�er‐school programs that seek to promote personal and socialskills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294–309.
Diamond, A. (2014). Want to optimize executive functions and academic outcomes?: Simple, just nourish the human spirit. InMinnesota Symposia on Child Psychology (Vol. 37, p. 205). NIH Public Access.
Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness implications of the brain’s default mode forhuman development and education. Perspectives on Psychological Science, 7(4), 352–364.
Wade C. (2015). The longitudinal e�ects of a�er-school program experiences, quality, and regulatable features on children’s social-emotional development. Child and Youth Services Review, 48, 70–79.
SCHOOL EXPERIENCESBinfet, J., Gadermann, A., & Schonert-Reichl, K. (2016). Measuring kindness at school: psychometric properties of a school kindnessscale for children and adolescents. Psychology in the Schools, 53(2), 111–126.
van Harmelen A. L., Gibson, J. L., St. Clair, M. C., Owens, M., Brodbeck, J., Dunn, V., … Goodyer, I. M. (2016). Friendships and familysupport reduce subsequent depressive symptoms in at-risk adolescents. PLoS ONE 11(5): e0153715.
van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children andadolescents: A systematic review. Journal of Youth and Adolescence, 44(3), 637–657
For all publications on the MDI including ones on reliability and validity visit, the Discover MDI Field Guide (http://www.discovermdi.ca/mdi-
references/) .
MDI 2019/20 SD34 Abbotsford - Grade 7 - School District & Community Report Page 97 of 97