Following the devastating effects experienced due to COVID-19, mental health and welfare among our school children have become a priority. The world fought many difficulties of the disease, but the problem was more complicated than it might seem – it was not only about people’s health. In this context, protracted instances of socialization deprivation, distance education, as well as apprehensions caused severe damage to children’s mental health, requiring intervention and assistance. For example, UNESCO’s COVID-19 Global School and University Closures Monitoring report indicates that as of June 2021, 198,613 483 children were affected by total or partial closures globally. When COVID-19 started entering its third wave in Canada, children and adolescents were also at risk of school closure for a second time (Vaillancourt et al., 2021). Statistics Canada (2021) noted that about 5.7 million learners aged thirteen years and below have been exposed to school closures in Canada. Abramson (2022) reports that the pandemic adversely affected children’s mental health.

The deep awareness that the mental health of our school children is not trivial drives this capstone project. This paper argues that due to the unprecedented challenges of COVID-10, screening school-aged kids for depression is imperative. We can, therefore, preemptively deal with the hidden nature of depression’s effect on their general health and performance at school. Recent studies demonstrate the deep awareness that society should pay attention to students’ mental health (Barch et al., 2019). The screening for depression will be a crucial component of our child safety and wellness policy within the school setting. From the onset, accessibility is central to ensure that each learner, irrespective of their conditions, takes advantage of this vital undertaking.

There will be screening sessions, which will be selectively held in different areas of the school space. Such spaces can also be made up of private counseling offices established in order to maintain a discreet, relaxed atmosphere for conversations. The other measure will see these screenings being conducted in certain sections within the school compounds to increase access and convenience. With regard to students involved in distant or remote learning, secure online platforms will be utilized to make mental health support universal and extendable across physical limits. Validated and age-appropriate instruments adapted to the particular requirements and development levels will be used in the screening process for every age group. These tools were chosen after thorough investigation and professional input. Mental health specialists will perform these exams, including counselors, psychologists, and experienced staff. Their expertise and sensitivity will provide a relevant assessment atmosphere for pupils.

The screening intervals will be carefully planned so as to take cognizance of changing needs among students, hence a proactive and holistic approach. Risks differ for children of different ages, and they can have growth problems. Consequently, screening frequency will be specific for every age group and scheduled during the school term. Adopting this customized strategy, however, caters to providing time-bound and fit services to the learners. However, at the same time, it appreciates the age peculiarity and possible change in the mental health condition. This initiative sets out what, where, when, and how to support youth mental health in school by providing a firm yet practical guide. It is focused attention on ensuring that our students have good mental health by making their emotional wellness valuable. The strategy aims to improve their general welfare and create hope for a brighter world and resilient generations by focusing on their mental health, which can be considered important for academic excellence.

Hence, amid the myriad of problems of today’s society, this capstone project becomes an inspirational call for protecting the mental health of our school kids. On this basis, in line with the enlightening viewpoint of Allgaier et al. (2014), it acts as a guiding light that cries out for a change—the call for improvement in the well-being and happiness of our early generation. By doing so, we conserve their present life force to prepare them for a mentally tough generation, ready for school triumphs and hardened against life’s hardships.

However, identifying mental health disorders in children is challenging; thus, the approach should be comprehensive. This requires comprehensive screening procedures that are firmly established in schools. Psychiatrists will regularly assess the students for emotional disturbances and psychological challenges. This technique tries to identify student issues and provide personalized programs. Additionally, it emphasizes the ne