Our PeopleHELP is a diverse team of over 40 faculty, staff, students, advisors and affiliates that are passionate about ensuring a better start for all children in BC and beyond. Meet the Team.
Reports & MapsExplore how data from the Child Development Monitoring System is used to uncover trends and support research across multiple stages of the early life course.
ResourcesHELP produces a variety of publications and resources related to HELP's data collection and research activities, along with lists of up-to-date references.
HELP is dedicated to improving the health and well-being of children through interdisciplinary research and mobilizing knowledge.
HELP's unique approach
Reciprocity, accountability and respect are at the foundation of HELP’s longstanding relationships with communities, organizations, institutions and governments across BC and Canada. These relationships, along with guidance from an Aboriginal Steering Committee (ASC), contribute to our research, data and knowledge mobilization initiatives. Learn more about the Aboriginal Steering Committee.
The Child Development Monitoring System safely and reliably gathers population-level data about the developmental health and well-being of children and adolescents at multiple times between infancy and 18 years of age. It is the foundation for much of the leading-edge research and knowledge mobilization undertaken at HELP. Learn more about the Child Development Monitoring System.
Faculty, researchers and affiliates at HELP hold scientific expertise across a wide range of disciplines, contributing to a unique and diverse program of research that situates HELP research at the forefront of important health and equity issues. Learn more about HELP research.
HELP leads collaborative and inclusive processes that transform data and research into action. Across both practice and policy, HELP is focused on supporting evidence-informed change across systems, institutions and in communities. Learn more about HELP’s knowledge mobilization and research impact.
News and Events
Join Dr. Mariana Brussoni and other HELP faculty and staff on December 8 to reflect on what Early Development Instrument (EDI) data are revealing about the state of child development in BC. This virtual webinar will accompany the release of the BC Provincial Summary of Wave 8 EDI data and provide an overview of highlights from this summary report, as well as offer some broader context and observations about possible factors that may be contributing to EDI data trends in the province.
The Human Early Learning Partnership is excited to announce the launch of the brand new monthly e-newsletter, HELP Connect! Read the inaugural issue here. If you are not yet a subscriber, sign up now and stay up to date on all of the latest news, events, and research from HELP!
First established in 2003, the Aboriginal Steering Committee (ASC) at HELP is made up of community members with First Nation, Métis, and Inuit ancestry, including Elders. ASC members are vital to ensuring that HELP’s research has meaning for, and is consistent with, First Nation, Métis, and Inuit communities’ objectives and intentions for their children and … Continued
New funding awarded to Pan-Canadian research collaborative to explore the connection between early childhood outcomes and recent investments in poverty-reduction and early learning
Researchers from the Offord Centre for Child Studies at McMaster University, in partnership with researchers from UBC’s Human Early Learning Partnership (HELP), and the University of Manitoba, University of Saskatchewan and Mount Saint Vincent University, have been awarded an Insight Grant from the Social Sciences and Humanities Research Council (SSHRC), to investigate the effects of … Continued
How is the pandemic impacting children, families and educators in BC? New data help explore the emerging story
As yet another school year draws to an end, HELP is considering what we are learning through ongoing research into the impacts of the pandemic on children, parents and teachers. The disruption of regular routines and support systems has affected children and youth, along with parents and educators across the province’s K-12 education system.
Understanding the influence of community-level determinants on children’s social and emotional well-being: a systems science and participatory approach.
2022 International Journal of Environmental Research and Public Health
Poon B., Atchison C., Kwan A.
By employing a novel systems science and participatory approach, we were able to co-produce a series of causal loop diagrams that detail the complex relationships between variables operating at the community or neighborhood environment level (e.g., features of the built environment such as: housing type, access, availability, and location; parks and greenspace, facilities such as community services, and other service infrastructure such as transit), and highlight the individual and collective impacts these relationships can have on the subsystem surrounding a child’s social and emotional well-being.
Prevalence of mental health disorders among immigrant, refugee, and nonimmigrant children and youth in British Columbia, Canada.
Gadermann AM, Gagne Petteni M, Janus M, Puyat JH, Guhn M, Georgiades K.
These findings show differences in diagnostic mental disorder prevalence among first- and second-generation immigrant and refugee children and youth relative to nonimmigrant children and youth.
School staff and teachers during the second year of COVID-19: Higher anxiety symptoms, higher psychological distress, and poorer mental health compared to the general population.
These results show that priorities to reduce mental health challenges are critical during a public health crisis, not only at the beginning, but also one year later.
Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective.
Cheng T., Brussoni M., Han C., Munday F., Zeni M.
We conducted five focus groups with 40 professionals working in the early childhood education field in British Columbia, Canada, to examine their experiences and perceived challenges in promoting children’s unstructured outdoor play.
Neighborhood environmental exposures and incidence of attention deficit/hyperactivity disorder: A population-based cohort study.
Yuchi W., Brauer M., Czekajlo A., Davies HW., Davis Z., Guhn M., et al.
We found evidence suggesting environmental inequalities where children living in greener neighborhoods with low air pollution had substantially lower risk of ADHD compared to those with higher air pollution and lower greenspace exposure.