STUDENT WELLNESS SURVEY - 6 TO 12

Table

zone
Zone 2
Fundy Shore and Saint John Area
zone
Province
New Brunswick
Mental fitness
Levels of mental fitness
High level of mental fitness % | 2021-2022
20.0
22.1
Moderate level of mental fitness % | 2021-2022
55.2
55.6
Low level of mental fitness % | 2021-2022
24.8
22.2
Mental fitness needs
Need for autonomy highly satisfied % | 2021-2022
62.8
65.1
Need for competence highly satisfied % | 2021-2022
72.6
74.5
Need for relatedness highly satisfied % | 2021-2022
78.4
81.3
Life domains of mental fitness
Students reporting "Really true for me.”
Needs highly satisfied by family % | 2021-2022
75.5
78.0
I feel free to express myself at home % | 2021-2022
50.0
52.8
I have a choice about when and how to do my household chores % | 2021-2022
31.9
33.9
I feel I do things well at home % | 2021-2022
40.1
41.2
I feel my parents think that I am good at things % | 2021-2022
56.6
57.5
My parents like me and care about me % | 2021-2022
74.3
77.0
I like to spend time with my parents % | 2021-2022
48.1
52.7
Needs highly satisfied by friends % | 2021-2022
82.1
82.8
I feel free to express myself with my friends % | 2021-2022
52.0
53.9
I have a choice about which activities to do with my friends % | 2021-2022
46.8
47.0
I feel I do things well when I am with my friends % | 2021-2022
46.5
46.9
I feel my friends think I am good at things % | 2021-2022
41.5
42.4
My friends like me and care about me % | 2021-2022
56.1
54.3
I like to spend time with my friends % | 2021-2022
72.0
73.7
Needs highly satisfied by school % | 2021-2022
52.4
55.8
I feel free to express myself at school % | 2021-2022
21.9
23.0
I have a choice about when and how to do my schoolwork % | 2021-2022
31.9
32.6
I feel I do things well at school % | 2021-2022
32.2
34.8
I feel my teachers think I am good at things % | 2021-2022
28.1
31.3
My teachers like me and care about me % | 2021-2022
31.5
35.4
I like to be with my teachers % | 2021-2022
18.2
21.9
Social factors
Resilience
Students reporting “A lot."
High and moderate levels of resilience % | 2021-2022
67.8
68.8
I am able to solve my problems % | 2021-2022
56.7
54.8
I know where to go for help % | 2021-2022
27.0
26.7
Education is important to me % | 2021-2022
56.8
57.6
I try to finish what I start % | 2021-2022
41.5
40.1
I have people I look up to % | 2021-2022
47.3
45.2
My parents know a lot about me % | 2021-2022
47.6
48.7
My family stands by me % | 2021-2022
50.9
49.6
My friends stand by me % | 2021-2022
43.1
41.8
I have opportunities to develop skills % | 2021-2022
40.7
40.3
I am treated fairly in my community % | 2021-2022
37.2
36.6
I feel I belong at my school % | 2021-2022
27.7
25.8
I enjoy my traditions % | 2021-2022
55.0
53.8
Pro-social behaviours
Students reporting 4, 5 or 6 on a scale ranging from 1 to 6, where 1 is “Definitely not like me” and 6 is “Definitely like me.”
High level of pro-social behaviour % | 2018-2019
84.6
85.0
I do favours for people % | 2018-2019
68.5
70.7
I lend things to people % | 2018-2019
55.8
57.4
I help people % | 2018-2019
73.4
74.0
I compliment people % | 2018-2019
69.9
69.3
I share things with people % | 2018-2019
66.8
66.5
Oppositional behaviours
Students reporting 3, 4, 5 or 6 on a scale ranging from 1 to 6, where 1 is “Definitely not like me” and 6 is “Definitely like me.”
High level of oppositional behaviour % | 2018-2019
16.6
15.2
I cut classes or skip school % | 2018-2019
14.1
12.7
I make other people do what I want % | 2018-2019
10.6
11.5
I disobey my parents % | 2018-2019
17.3
16.8
I talk back to my teachers % | 2018-2019
13.7
12.9
I get into fights % | 2018-2019
10.8
9.6
I often say mean things to people to get what I want % | 2018-2019
4.9
4.5
I take things that are not mine % | 2018-2019
4.4
4.1
Bullying
Victim of bullying, last 2 months % | 2021-2022
46.2
46.3
Physical attacks % | 2021-2022
9.9
9.7
Verbal attacks % | 2021-2022
27.9
27.6
Cyber-attacks % | 2021-2022
14.2
14.6
Exclusion % | 2021-2022
25.0
24.8
Theft/vandalism % | 2021-2022
13.1
12.5
Comments on personal features % | 2021-2022
15.5
15.7
Sexual comments/gestures % | 2021-2022
19.4
18.2
Bullied another student, last 2 months % | 2021-2022
10.1
9.7
Responses when victim of bullying
Among students who have been bullied
I ignored it % | 2021-2022
47.3
48.1
I stood up to the bully or fought back % | 2021-2022
27.2
26.7
I tried talking to the bully % | 2021-2022
8.3
8.2
I told an adult at the school about it % | 2021-2022
13.0
14.1
I told an another adult outside of school about it % | 2021-2022
19.5
19.5
I told another student about it % | 2021-2022
14.2
14.4
I called a helpline or other support service % | 2021-2022
1.0
0.9
Responses when witness of bullying
Among students who saw or heard another student being bullied
I ignored it % | 2021-2022
34.0
32.0
I stood up to the bully or fought back % | 2021-2022
21.1
21.4
I tried talking to the bully % | 2021-2022
13.3
13.7
I told an adult at the school about it % | 2021-2022
16.7
18.2
I told another adult outside of school about it % | 2021-2022
12.2
14.1
I told another student about it % | 2021-2022
15.1
16.2
I tried to help the person being bullied % | 2021-2022
24.5
26.2
Mental health
General mental health
Life satisfaction (scale from 0-10) Number | 2021-2022
6.7
6.9
Perceived mental health, very good or excellent % | 2021-2022
33.3
38.3
Mental health risk factors
Spends 3 hours or more per day on social media % | 2021-2022
47.7
47.7
Lonely, most or all of the time % | 2021-2022
30.1
28.3
Difficulty sleeping, most or all of the time % | 2021-2022
65.7
65.1
Insufficient sleep % | 2021-2022
72.2
69.8
Anxiety and depression
Symptoms of anxiety % | 2021-2022
50.1
47.8
Symptoms of depression % | 2021-2022
45.1
41.7
Symptoms of anxiety or depression % | 2021-2022
56.3
53.9
Mental health related diagnosis
Autism / Asperger's syndrome % | 2021-2022
3.9
3.0
Behavioural disorder % | 2021-2022
2.0
1.9
ADHD or ADD % | 2021-2022
12.7
12.6
Intellectual disability % | 2021-2022
0.6
0.5
Mental illness % | 2021-2022
20.1
18.0
Resources
Mental and emotional support
Needed to see someone for a mental or emotional problem % | 2021-2022
35.7
34.1
Needed to see someone for a mental or emotional problem, but did not see someone % | 2021-2022
7.1
6.5
Reasons for not seeing someone
I am waiting for my first appointment % | 2021-2022
6.9
7.9
I did not feel help was available % | 2021-2022
17.0
19.2
I thought the problem would go away on its own % | 2021-2022
36.0
34.8
I was told the wait time would be too long % | 2021-2022
4.9
6.0
I felt uncomfortable going for help % | 2021-2022
51.0
52.1
I did not know where to go to get help % | 2021-2022
20.5
21.7
Other % | 2021-2022
18.2
17.6
Awareness of resources
Aware of the LINK Program % | 2021-2022
32.9
30.2
And has used it % | 2021-2022
1.5
1.8
But has not used it % | 2021-2022
31.4
28.4
Aware of Bridge the GAPP % | 2021-2022
15.5
12.5
And has used it % | 2021-2022
1.0
0.9
But has not used it % | 2021-2022
14.5
11.6
Aware of Kids Help Phone % | 2021-2022
53.5
53.1
And has used it % | 2021-2022
3.7
4.1
But has not used it % | 2021-2022
49.8
49.0
n/a = Not applicable / not available
S = Data was suppressed due to low respondent counts

About this Table

Content and description

This table presents data collected from students in grades 6 to 12 through the New Brunswick Student Wellness Survey (SWS). It contains self-reported information regarding the social and emotional development of New Brunswick students in grades 6 to 12. Topics include mental fitness, social factors like resilience, pro-social behaviours, oppositional behaviours and bullying, mental health, and resources for mental and emotional health.
 

Why it is important

When students are supported in their social and emotional development, they build a life in which they can grow and thrive. 
By better understanding the social and emotional needs of students, we can better plan for services and allocate resources to support safe and supportive communities.
 

Availability of the data

The information for this data table is available at different geographical levels as well as by demographic groups. 
More information is available on our New Brunswick Student Wellness Survey page.
 

Note about 2021-2022 data

The methodology of the 2021-2022 edition of the SWS was significantly changed. This was the first cycle to adopt online data collection, and a shorter data collection period. Also, the survey questionnaire was thoroughly revised for this cycle. Many questions were removed or amended. As such, some indicators are no longer comparable to previous years. As such, caution always needs to be exercised when attempting to compare the results of the survey with results from prior survey cycles outside of what is displayed in this Data Table.

The 2021-2022 edition of the SWS was conducted during the COVID-19 pandemic. Some schools may have had lower participation from their students than previous years. Some students may have participated to the survey during periods of remote learning.