Opening November 17, 2025 is a new Child Feeding Room in 532 UMSU University Centre. Caregivers are welcome to use the space for: 

• Breastfeeding 
• Pumping milk 
• Storing breastmilk 
• Diapering 
• Feeding young children 

Dr. Brandy Usick, Executive Director, Student Engagement and Success spearheaded the project made possible thanks to the Strategic Initiatives Support Fund. 

“We are grateful for support through the Strategic Initiatives Support Fund to help us to expand support for those with family responsibilities in our community. Creation of a centrally located Child Feeding Room provides community members, particularly students, with a comfortable place to pump and to feed their infants and children.” 

This project is aligned with MomentUM strategic theme of Reimagining Engagement. Our physical spaces play a vital role in reflecting the diverse needs of our community and importance to be accessible to all. 

Francene Perehinec, Family Resource Coordinator, summarises the goals of the project: 

“The Child Feeding Room is designed to offer practical support and convenience, helping families manage their responsibilities efficiently and with confidence. We truly hope this space will become a valued and frequently visited resource for those who are pumping, nursing, or need to feed their little ones.” 

The space was designed with comfort in mind. Users will find a quiet, inviting atmosphere. Furnishings include comfortable seating, a sink, a microwave, a kettle, a mini fridge, and a change table. Supplies for easy cleanup and disinfection of surfaces are provided. For privacy, the room is also equipped with a lockable door and blinds. 

Inclusivity is another key principle incorporated into the space.  The room is accessible by elevator and has enough space to fit a stroller or wheelchair. Caregivers with multiple children can also bring them inside while they breastfeed or pump, and some books and toys are available to occupy them. 

The room is located on the 5th floor of UMSU University Centre, Room 532. Those interested in using the space can sign out the key at the International Centre (down the hall in Room 541). The room can be accessed during regular office hours 8:30 a.m. – 4:30 p.m. Those wanting to access the room during after-hours events and programming are encouraged to make arrangements with Francene Perehinec, Family Resource Coordinator.

To ensure this new resource meets the needs of the community, caregivers who use the space are encouraged to complete a feedback survey via the QR code and link in the space. UM will use the responses to continue to improve this service.  

In addition to the new space, there are several other existing child feeding areas across both UM campuses: 

• Migizii Agamik – Bald Eagle Lodge (114 Sidney Smith, Fort Garry Campus) 
• Student Wellness Centre (162 Extended Education, Fort Garry Campus) 
• Global Lounge at the International Centre (542 UMSU University Centre, Fort Garry Campus) 
• Faculty of Arts Quiet Room (605 Fletcher Argue, Fort Garry Campus) 
• The Women’s Centre (190 Helen Glass, Fort Garry Campus) 
• Child Feeding Room (Room 290a Brodie Centre, next to the RFHS Family Centre, Bannatyne Campus) 

Many of these spaces are subject to access upon request. Visit UM’s Family Resources website for more information including details about other services, resources, and spaces. Student can find ways to connect with community and receive support while meeting academic requirements at the Student Parents/Caregiver webpage.

“I think it’s long overdue. One of the things about the development of maturity and independence is that it has to be learned through experience. If we don’t give children the opportunity to grow and make mistakes occasionally then they don’t learn to develop the skills to manage those mistakes,” she said.

“Obviously we’re not encouraging unsafe behaviour, so it is a balance.”

For instance, kids should still wear a helmet when biking but be able to go on their own to a friend’s place.

To read the entire article, please follow the link to CBC Manitoba.

For most parents, to say the the COVID-19 pandemic has been stressful would be a dramatic understatement. The combination of financial pressure, loss of child care and health concerns is exceedingly challenging for families. Mental health problems are expected to rise dramatically as a secondary effect of COVID-19 and the measures that have been put in place to contain it.

The potential long-term consequences on children from increased parental stress, anxiety and depression are only beginning to be understood. However, past research tells us that the children exposed to these problems are more likely to experience mental health problems themselves, in addition to developing an increased risk of learning and behaviour problems and reduced economic mobility throughout their lives.

We need to develop an approach that helps parents now and protects children’s futures.

Escalation in parental anxiety and depression

In our current studies, we report that pregnant mothers and those with young children are experiencing three- to five-fold increases in self-reported anxiety and depression symptoms. A history of mental illness, current domestic conflict and financial stress were associated with worse mental health across multiple child age groups. These figures are especially concerning because young children are highly vulnerable to maternal mental illness due to their near total reliance on caregivers to meet basic health and safety needs.

Addressing parental mental illness not only helps the parent, but also mitigates harmful effects on child health. (Shutterstock)

High rates of parental mental illness combined with children spending more time at home due to COVID-19 present multiple risks, including alterations in children’s stress-system function, higher rates of physical health problems and cognitive impairments.

Read more: The long-term biological effects of COVID-19 stress on kids’ future health and development

Parenting stress associated with mental illness can lead to negative interactions, including harsh discipline and being less responsive to children’s needs. For parents, depression contributes to health problems and low quality of life. Suicide is a leading cause of death for women of child-bearing age that we expect to increase should high rates of mental health problems continue to be unaddressed.

Mental health system needs urgent improvement

The World Health Organization (WHO) and other child welfare leaders highlight the critical nature of prioritizing parent mental health services so that parents can build their capacity to fulfil children’s health and development needs.

Addressing parental mental illness not only mitigates harmful effects on child health but builds children’s capacities to manage other stressors, such as school transitions and other unpredictable events.

Effective treatments exist for parental mental illness; however, the high barriers to accessing standard care have become even higher during COVID-19. Existing barriers such as the high cost of psychotherapy and childcare demands have been exacerbated due to physical distancing, closure of existing services and closure of daycares and schools.

There are effective treatments for parental mental illness, but access has become more difficult during COVID-19.(Pixabay, Canva)

Shifting treatment options to evidence-based online formats has also been slow and requires substantial investments for large-scale delivery and program refinement in response to current needs. Another problem is that most existing telehealth models do not simultaneously treat parental mental illness and parenting risks, despite substantial evidence for the importance of addressing both.

Notably, parent mental illness is disproportionately experienced in racialized communities that face both racism and systemic oppression. Failing to address the mental health and parenting needs at both the population level and in response to community-identified needs will only perpetuate intergenerational health inequities, such as those experienced by Indigenous and Black Canadians.

Small steps that may help

Although many of the causes of parents’ poor mental health are out of our control, there are small steps you can try right now:

Reaffirm that your emotions make sense. This is an unprecedented time of difficulty that comes with stress, sadness and anxiety. You are not alone in these feelings and wondering about what comes next. Many other parents are similarly feeling distressed and trying to problem solve how to care for themselves and their families.

Talk about your feelings. Sharing your emotions with supportive partners, friends, family members and service providers can be helpful. Brainstorming and problem solving with others can alleviate stress and improve your mood. Just the simple act of sharing can help normalize the fact that you’re working hard and still having a hard time feeling well.

Practise self-compassion. Too often we are kind to others and cruel or dismissive of our own distress. It’s important to prioritize your own well-being and self-care. If you’re experiencing stress, anxiety or depression, talk to and treat yourself like you would a friend. Many people are not used to treating themselves compassionately, but there are resources available to help you cultivate self-compassion.

Seek professional help. If you are having persistent thoughts of self-harm, hopelessness or an increase in alcohol or substance use that is difficult to manage, don’t wait to ask for support. If your low mood or anxiety affects your functioning at home, with friends or at work for two weeks or more, seeking additional help to work through challenges could be important to get to the place you’d like to be.

Urgent action needed on key risk factors

Immediate action is needed to address key risk factors across family, community and policy levels.

The time is now for the development of a national perinatal and family mental health strategy. Early intervention investments are expected to yield high health and economic benefits by preventing the long-term consequences of parental mental illness from becoming embedded in children’s biological and behavioural development.

Investing in family mental health and parenting support now and on multiple fronts, before problems are entrenched, will yield enormous payoffs. It is one governments must prioritize as part of the COVID-19 pandemic response.

UM researcher Dr. Meghan Azad is Canada Research Chair in Developmental Origins of Chronic Disease and a research scientist at the Children’s Hospital Research Institute of Manitoba (CHRIM). She was on CTV Winnipeg Morning Live to talk about the importance of breastfeeding.

Dr. Azad says that about 91 per cent of Canadian moms initiate breastfeeding, but only a third are still breastfeeding after six months.

The full CTV Morning Live interview is here.

Parenting can be tough at the best of times, but family life has changed dramatically during social isolation that’s been mandated by COVID-19. The good news is that children thrive in an incredible variety of settings. Emerging evidence suggests that a little stress, particular in the context of a supportive parent-child relationship, can actually be beneficial because it builds resilience when taking on future challenges.

As clinical psychology scholars, our research looks at how parent-child relationships can promote healthy development, particularly in the context of stress.

Here are a few research-based strategies to make this unprecedented time more enjoyable.

1. Notice what’s going well

Living in close quarters, it’s easy to pay attention to all the things going wrong, which can make children more resistant to helping out. Praising your kids and letting them know you appreciate their effort pays overtime by promoting more positive behaviour and enriching your relationships.

You have permission to praise anything that you want to see more of. “Thanks for saying please when you asked for (your third) snack,” or “Nice job sitting so calmly!”

2. Plan (a little)

Children benefit from being able to predict small things and having some control. If you’re into making a daily schedule — great — but it might work just as well to chat about choices for upcoming activities a couple times each day.

If a task needs to happen, like schoolwork or cleaning, try sandwiching it between child-chosen activities. Research suggest that child choices can increase pro-social behaviour. Look for patterns and use that to your advantage by setting up extra incentives to prevent problems.

3. Get down to their level

Getting in multiple chunks of high-quality playtime throughout the day can help kids manage their emotions and behaviour, build cognitive skills and support parent-child bonds.

It’s easier to participate when you are sitting on the floor and can give play your full attention. If you’re having a hard time being distracted, try being over-the-top with silly voices, jumping jacks or getting messy. Imaginative play can be a welcome escape for adults too.

4. Give good directions

When you need something done, it’s wonderful to only ask once. Increase the likelihood of this by giving good directions: get close to your kids and make eye contact first. Ask them to do a specific, time-limited task, with no more than two or three steps, depending on child ability. “I need to you put away this game then come to dinner.” Wait there and count to 20 to make sure you receive a response. If not, try “Dylan, can I get an OK to cleaning up the game? It’s dinner time.”

Make sure the demand is realistic given their mood and energy. Using a “when-then” statement can be a powerful way to maintain control. “Dylan, when you clean up the game then you can choose an ice cream for dessert.” If that sounds too much like a sugary bribe, offer a family movie or playing with Super Soakers.

5. Take a step back

Pay attention to what your body feels like or your thoughts sound like right before you react. If you can step away from an escalating situation, chances are you’ll have a more pleasant day.

Identify what you might do to take a break — hand off parenting to a partner if possible, splash cold water on your face or take in a breath of fresh air. Even five deep breaths and reminding yourself about your love for your kiddo can provide the space you need to tackle the situation with a clear(er) mind.

6. Choose not to react (when you can)

Sometimes planned ignoring of a minor challenging behaviour is the most effective way to move through the day. Another option is to describe what you’re seeing and offer some choices.

“Wow, you have a lot of energy and just kicked the door.… Can you show me your 20 best clucking chicken moves?” Saying the unexpected can move kids into playful compliance.

If exhaustion is making this hard, try a grandparent-approved adage: “Add water or fresh air.” This can include ice cubes, baths, coloured water, a walk around the block or even spotting birds or dog poop piles from an open window.

7. Reset and move on (when you can’t)

Unpleasant outbursts or harsh words can happen to everyone. It’s sometimes helpful for parents to offer a brief apology and gently move into new activities.

It’s equally important not to force an apology from your child, which can have the unintended consequence of making things worse. When you’re in this “resetting” mode, try think back on the points above — getting down to their level, being goofy or noticing small positives will make it easier to move on with your day.

8. Be generous with affection

Across species, physical comfort is a powerful way to manage stressful events. As much as your sheer quantity of family time might not make extra squeezes or hand-holding automatically appealing, that’s often exactly what kids need to manage big emotions that are simmering under the surface.

We hope this list provides some assurance that you can offer your kids exactly what they need to feel loved, safe, and supported. If you’re reading this, chances are that you’re already providing just that.

pandemic parenting tips

If you’d like to share your experiences during the pandemic, we are researching how parents of children 0–8 years old are managing and what else they need at ParentingDuringThePandemic.com. Our ultimate goal is to develop resources for our communities to better meet family needs.

The U of M has identified childcare as an important component in supporting its institutional priorities of offering an exceptional student experience, promoting Indigenous achievement, and creating an outstanding workplace.

“How can students focus on their studies, be present in class, and explore new paths when they must also worry about finding safe, affordable, and reliable care for their children?” said Barnard. “For many student parents, having access to childcare can mean achieving academic success. That’s why I’m so pleased that today we are able to officially open this new expansion of the Campus Day Care Centre and offer affordable childcare to more students here on campus.”

The newly expanded daycare centre offers 54 new spaces for children, all of which have been filled primarily with the children of students. The project’s funders include the Government of Manitoba, which provided capital funding of $600,000, and through the Front and Centre campaign, the University of Manitoba Graduate Students’ Association provided $300,000, and the University of Manitoba Student Union gave $2.4 million to this initiative. 

The funding will also support Campus Children’s Centre in its efforts to weave traditional teachings into the day care’s curriculum, preparing the next generation to continue the process of reconciliation, which is a core value of the University of Manitoba. 

Dawn Montebruno, executive director of the Campus Children’s Centre, said at the event, “A great big thank you to President Barnard, Sarah Guillemard, UMSU and GSA for supporting Campus Children’s Centre, and recognizing the importance of quality childcare on campus.”

Attendees at the event were offered a brief tour of the facility, including a look at the indoor gym, kitchen facilities and the baby room.

Parents are always welcome at the facility, to nurse, or to read or make presentations to the children.

“Campus Children’s Centre provides culturally-diverse families of the University of Manitoba with child-inspired learning opportunities in a safe, inclusive and nurturing environment, so parents can better balance work, education and family life, and children can develop to their fullest potential,” said Montebruno.

“Better, more targeted and less toxic therapies are desperately needed to enhance survival as well as the quality of life for those children who live long term. Our work represents an important step towards this goal,” said Dr. Tamra Werbowetski-Ogilvie, Canada Research Chair in Neuro-oncology and Human Stem Cells and associate professor, biochemistry & medical genetics, Max Rady College of Medicine at the University of Manitoba.

A new study, published in Cancer Research, by Lisa Liang, PhD candidate at the U of M, Werbowetski-Ogilvie and Dr. Vijay Ramaswamy at Sick Kids Hospital, has identified a marker CD271 on the surface of the “brain tumour stem cells” that could be used as a novel diagnostic tool for Sonic Hedgehog medulloblastoma tumours, one variant of medulloblastoma, the most common malignant primary pediatric brain tumour.

Werbowetski-Ogilvie’s lab in the regenerative medicine program in the Max Rady College of Medicine, Rady Faculty of Health Sciences, also discovered that cells bearing this “CD271 mark” appear to be targeted and killed with a drug named selumetinib.

“This is a promising drug because it crosses the blood brain barrier, meaning it can actually get to the tumour, and is currently in clinical trials for treatment of other pediatric brain tumours,” she said.

Her team has now moved into testing selumetinib in combination with other cancer-fighting drugs in a dish and in pre-clinical animal models with the long-term goal of increasing survival and enhancing the quality of life for those children who survive long term by de-escalating current cytotoxic therapies.

This study, “CD271+ cells are diagnostic and prognostic and exhibit elevated MAPK activity in SHH medulloblastoma,” was supported by a CIHR five-year operating grant and the Canada Research Chairs Tier 2 program. Dr. Brent Guppy, postdoctoral fellow in Werbowetski-Ogilvie’s lab, was recently awarded the William Donald Nash Brain Tumour Research Fellowship from the Brain Tumour Foundation of Canada to work on the combination therapies. Only one of these awards is given nationally per year, and this is the first time the award has gone to Manitoba.

As part of the Joan Irvine Lecture Series, Hlynka is giving a presentation this week on what educational technology is doing for us and to us.

Hlynka is an expert in the use of technology in education, and studies how devices and programs such as computers, apps, Facebook and Twitter are being used by students and educators in the classroom. He questions whether learning is enhanced or detrimentally affected by the ease of communication and the distraction of the flow of information.

He explains: “Facebook and Twitter can produce bullying; hidden costs escalate as the promise of free access disintegrates; information becomes misinformation.”

Hlynka adds: “Technology in education is seemingly ubiquitous, yet any attempt at full implementation of a technological solution is doomed to failure. The University of Manitoba has always been watchful and respectful towards what technology does for us, but also carefully considers what technology does to us.”

“…any attempt at full implementation of a technological solution is doomed to failure.”

Irvine was a schoolteacher in rural Manitoba and became a member of the staff at the Manitoba Teachers’ College in 1964, joining the Faculty of Education at the University of Manitoba the next year when the College was closed and its staff was integrated with the University.

Irvine encouraged colleagues and students to render their best effort and she did so in a way that gave them confidence and satisfaction. She always had an eye on the objectives to be achieved. At the heart of her work was critical inquiry and she saw her teaching as providing an opportunity to help others question what they were doing. After her retirement, Irvine committed extensive effort to the development of the Early Years Program, engaged with faculty members in challenging discussions, worked with students to further their understanding of classroom issues, and helped the Faculty build closer ties with schools.

Hlynka says: “Using the phrase ‘Twitter is for the Birds’ metaphorically, my presentation explores not just Twitter and other social media, but educational technology from a critical perspective.”

What: Why Twitter is for the Birds

When: Thursday, November 9, 2017

Time: 7:00 p.m.

Where: Room 224, Education Building, Fort Garry Campus, U of M

• RSVP optional at 474-9001.
• Paid parking at University parkade.
• Free parking available on campus at St. Andrew’s College.

For more information, contact:

Charlie McDougall, communications coordinator, Faculty of Education, 204 474 7402, or email: Charlie.McDougall@umanitoba.ca

Spanking — usually defined as hitting a child on the buttocks with an open hand — is a common form of discipline still used on children worldwide. However, to date, spanking has been banned in 53 countries and states globally.

The use of spanking has been hotly debated over the last several decades. Supporters state that it is safe, necessary and effective; opponents argue that spanking is harmful to children and violates their human rights to protection.

As two scholars with extensive research experience and clinical insight in the field of child maltreatment, and with specific expertise related to spanking, we would like to move beyond this debate.

The research clearly shows that spanking is related to an increased likelihood of many poor health, social and developmental outcomes. These poor outcomes include mental health problems, substance use, suicide attempts and physical health conditions along with developmental, behavioural, social and cognitive problems. Equally important, there are no research studies showing that spanking is beneficial for children.

Those who say spanking is safe for a child if done in a specific way are, it would seem, simply expressing opinions. And these opinions are not supported by scientific evidence.

The evidence on spanking

There have now been hundreds of high-quality spanking research studies with a wide variety of samples and study designs. Over time, the quality of this research has improved to include better spanking measures and more sophisticated research designs and statistical methods.

The scientific evidence from these studies has consistently shown that spanking is related to harmful outcomes for children.

This has been best demonstrated in two landmark meta-analyses led by Dr. Elizabeth Gershoff. The first paper, published in 2002, reviewed and analyzed 88 studies published in the 62 years prior and found that physical punishment was associated with physical abuse, delinquency and antisocial behaviour.

An updated meta-analysis was most recently published in 2016. This reviewed and analyzed 75 studies from the previous 13 years, concluding that there was no evidence that spanking improved child behaviour and that spanking was associated with an increased risk of 13 detrimental outcomes. These include aggression, antisocial behaviour, mental health problems and negative relationships with parents.

We now have data that clearly demonstrates that spanking is not safe, nor effective. Of course this does not make parents who have used spanking bad parents. In the past, we simply did not know the risks.

Towards positive parenting strategies

Evidence from over 20 years of research consistently indicates the harms of spanking. There is also increasing global recognition of the rights of children to protection and dignity, as inscribed in the UN Convention on the Rights of the Child and in targets within the UN Sustainable Development Goals (SDGs) to eliminate violence. Taken together, these tell us that spanking should never be used on children or adolescents of any age.

It is important, now, to find ways to help parents use positive and non-physical strategies with their children. Research already shows some evidence that parenting programs specifically aimed at preventing physical punishment can be successful.

Some evidence for reducing harsh parenting and physical punishment has been found for Parent-Child Interaction Therapy (PCIT), the Incredible Years (IY) program and the Nurse Family Partnership (NFP). Other promising home visiting initiatives and interventions taking place in community and paediatric settings are also being examined for proven effectiveness.

As researchers, we also need to reframe the research we are conducting, the questions we are asking and the discussions we are having — to move this field forwards and to ensure the safety and well-being of children. The academic journal Child Abuse & Neglect has published a special issue, containing original research and discussion papers containing further strategies. It is free to all readers for a limited time.

“It was four years ago that one of the past UMGSA presidents brought the issue of childcare forward to me and others in administration and pushed us to get the childcare initiative going. Here we are today and it’s a dream come true,” says Susan Gottheil, vice-provost (students). “Because with their contributions, we are really on our way to welcoming so many more young children to campus who will become the future generation of students. Thank you to the graduate students association for being visionaries and trailblazers.”

The gift was announced on April 27 in the St. John’s cloister, with members of UMGSA, fellow graduate students, faculty, staff and representatives from on-campus day care centres. The UMGSA represents the nearly 3,800 graduate students at the University of Manitoba.

“It was actually a member of the graduate student association who first brought the issue forward and it was only then that we really saw how great the need was,” says Kristjan Mann, president of UMGSA. “I would like to congratulate all grad students on their contribution and commitment to providing accessible and affordable childcare on campus.”

“Having access to childcare can mean the difference between academic success or failure. It can mean the difference in advancing in your studies or making the difficult decision to pause your studies or even leave your program,” said Student Advocacy & Accessibility Director Brandy Usick, who is also co-chair of the Childcare Working Group.

The need to expand the current availability of affordable childcare for University of Manitoba students, and the benefits of this for both student and child, were identified through the University’s Childcare Initiative. A 2015 report outlined significant needs of student, staff and faculty parents, including the limited availability of on and off-campus childcare spaces.

“The UMGSA has always been an active and engaged member of our campus community. As an advocate and representative of our graduate students, they have shown great dedication and leadership in supporting graduate students’ interests here at the University, and with all levels of government,” says John Kearsey, vice-president (external).