In the fall of 2023, approximately 150 students in grades 5 - 11 and 44 staff members from both MJHS and MCHS were selected to participate in a training facilitated by Sources of Strength. As part of the district’s ongoing student and staff well-being initiative, this program is part of a growing library of resources for suicide prevention, inclusion, and positive encouragement for all students. As stated on the website, Sources of Strength “is a strength-based, upstream suicide prevention and mental health promotion program with shown effectiveness in both preventative upstream and intervention outcomes.” As a strong evidence-based program, it “is considered the first suicide prevention program to demonstrate effectiveness using Peer Leaders to enhance protective factors associated with reducing suicide across a school population.” "Sources of Strength takes a strength-based, upstream approach to preventing negative outcomes while promoting well-being, help-seeking, resilience, healthy coping, and a sense of belonging."
One of the most powerful pieces of the program model leverages the positive influence each Peer Leader has within their social networking circle. Supportive adult advisors (who are caring, connected, and positive) work with diverse peer leaders (who have influence within their social group), all work together to create positive messaging campaigns, school activities, and a support network to drive a positive cultural change within their school building and ultimately their community.
Easily understood and relatable, the Sources of Strength Wheel is one of the linchpins of the program. By using familiar, positive terms, the model provides a platform for students in junior high and high school to begin peer-to-peer connections and conversations with individuals whom they may not otherwise have gotten to know. “One of the very most fulfilling things we saw and heard about from the two days of training were the student connections that were made as a result of the training,” stated Lori Slygh, Assistant Director of Programs. “We had students from all aspects of our student population who had been identified as a leader in some capacity by a teacher, counselor, or building administrator. In bringing them together, they learned tools and strategies to break down social barriers, stigmas, and labels and began to see each other as peers who cared a great deal about their friends, their school, and their communities. Together, they had some incredibly inspiring conversations and ideas about how they can collectively improve their schools and community overall. It is powerful to watch as young people realize they have a voice and can take action to move things forward in a positive way!”
The program continues to grow at both schools, and the language, campaigns, and overall support have become a very large part of our overall culture.
