Learning and Leading: Integrating Mixed Methods in a Collaborative Approach to Educational Evaluation

Abstract

Th is practice note describes the benefits of integrating mixed methods in a collaborative approach to evaluation with school districts and community partners in southwestern Ontario. We discuss the ways in which the integration ofqualitative and quantitative data generated a multi-faceted perspective about a newmental health professional role as a complex educational phenomenon. The insightsrelated to recognizing the role of context, supporting the use of mixed methods withstakeholders, and responding to evolving needs related to youth mental health and well-being in schools highlight the practical value of using mixed methods in a collaborative approach to evaluation.