Making Change with the MDI

Think Big, Start Small

Although the Middle Years Development Instrument (MDI) is a comprehensive and powerful tool that gathers data on child well-being and assets, the ultimate goal of the MDI project is not just about gathering data — it is about providing important information that can be used to amplify children’s voices, and catalyze action to support children to thrive and flourish both inside and outside of school. MDI data are used by school systems and broader community partners, along with families and the children themselves, to work collectively toward positive change during this important transitional time in children’s lives.

For significant change to occur, we must address all levels of the system – individual relationships, classroom environments and activities, school culture, community services, and government policy. At each level, there are opportunities to improve child well-being and the assets in children’s lives, potentially leading to long-term improvements in children’s development.

Making Change in Schools & Communities

MDI data are best interpreted through context, with the knowledge and experience of stakeholders and changemakers, including educators, community members, local experts, and parents and caregivers in your school and community. By working both in schools and in the community, you will have the potential to build partnerships, share responsibility, leverage resources, coordinate change efforts, and utilize the skills and capacity of everyone working for children to more explicitly and deliberately influence the well-being of children.

Learn more about the ways in which MDI data can be used in school systems and communities and hear from others who are leading initiatives across BC.

In School Systems

Want to learn more about opportunities for creating change in school systems including creating programs and monitoring current initiatives?

In Collaboration with
Community Partners

Looking for ways to leverage the MDI in broader community change and create the context for shared responsibility for children’s health and well-being?