Teaching Mental Wellbeing in Health Education: Training Module Overview

 
Training module
 
Teaching mental wellbeing
Part of: Health education
Primary
Secondary
 
June 2020
 
Contents
 
2
 
3
 
About this training module
4
 
Teaching the new curriculum
1
3
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49
 
Examples of good practice
50
 
Activities and templates for trainers
 
 
About this training module
 
 
This non-statutory training module supplements the 
statutory
guidance
 
on teaching mental wellbeing, which schools should read in
full.
Schools can choose whether and how to follow or adapt this training
module and should refer to the 
Early Career Framework
 
for
pedagogical guidance.
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3
Teaching the new curriculum
 
4
 
Knowledge and capability
 
 
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5
 
Primary and secondary teaching
 
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Schools have flexibility to design and plan age-appropriate subject
content (statutory guidance).
Using your knowledge of your pupils and school community you can:
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6
 
Start with wellbeing
 
 
The majority of children and young people have good mental
wellbeing most of the time. The starting point should therefore be
teaching pupils the factors that contribute to and help us maintain
wellbeing.
Once understanding of wellbeing is established you will be able to
teach pupils to understand and identify:
when someone may be experiencing poor mental health
contributing factors to poor mental health
positive strategies to improve wellbeing
when people need help from others
 
7
 
Closely related topics
 
Mental wellbeing is closely related to several other topics such as:
Relationships, bullying, and internet safety and harms
Physical health, healthy eating, and drugs, alcohol and tobacco
Intimate and sexual relationships (secondary)
Therefore you should:
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8
 
Pupils with SEND
 
Pupils with special educational needs and disabilities are statistically more
likely to have wellbeing needs. Your special educational needs coordinator
(SENCO) can help you develop support strategies (this may have
happened during curriculum planning).
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You might want to link lesson outcomes with statutory ‘preparing for
adulthood’ outcomes for those with an education, health and care (EHC)
plan. (See 
SEND code of practice
, section 8.)
 
9
 
Safeguarding
 
Pupils may be affected by issues discussed in lessons. Let your child
protection/pastoral/safeguarding lead know what you are teaching so they
can speak to pupils, including those with adverse childhood experiences.
Also make sure you follow safeguarding procedures, including:
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Create class ground rules
 
 
 
Clear class ground rules can help when teaching about sensitive
topics. They also support confidentiality and safeguarding of pupils.
Good practice is for ground rules to be:
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11
 
Example ground rules
 
 
 
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12
Primary curriculum
 
13
 
Primary
 
 
 
You may also want to refer to the statutory guidance for 
physical health
and mental wellbeing
.
 
 
 
 
 
14
 
Introducing mental wellbeing
 
Primary
 
Teach pupils that, like physical health, mental wellbeing
is an important part of daily life that is influenced by
different factors, including exercise.
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Reference: 
NHS: 5 steps to mental wellbeing
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15
 
Range of childhood emotions
Primary
 
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t
a
l
 
s
t
a
g
e
.
S
t
a
g
e
 
1
:
 
R
e
c
o
g
n
i
s
i
n
g
 
f
e
a
r
,
 
j
o
y
,
 
d
i
s
g
u
s
t
,
 
s
u
r
p
r
i
s
e
,
s
a
d
n
e
s
s
,
 
a
n
g
e
r
,
 
h
a
p
p
i
n
e
s
s
.
S
t
a
g
e
 
2
:
 
R
e
c
o
g
n
i
s
i
n
g
 
p
r
i
d
e
,
 
s
h
a
m
e
,
 
d
i
s
m
a
y
,
j
e
a
l
o
u
s
y
,
 
e
m
b
a
r
r
a
s
s
m
e
n
t
,
 
e
m
p
a
t
h
y
.
S
t
a
g
e
 
3
:
 
R
e
c
o
g
n
i
s
i
n
g
 
m
u
l
t
i
p
l
e
 
e
m
o
t
i
o
n
s
 
(
f
e
e
l
i
n
g
g
o
o
d
,
 
b
a
d
 
o
r
 
i
n
d
i
f
f
e
r
e
n
t
 
a
t
 
t
h
e
 
s
a
m
e
 
t
i
m
e
)
,
 
f
a
l
s
e
e
m
o
t
i
o
n
s
 
(
p
r
e
t
e
n
d
i
n
g
 
t
o
 
l
i
k
e
 
a
 
p
r
e
s
e
n
t
)
.
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
e
r
e
 
i
s
 
a
 
n
o
r
m
a
l
r
a
n
g
e
 
o
f
 
e
m
o
t
i
o
n
s
 
(
e
.
g
.
h
a
p
p
i
n
e
s
s
,
 
s
a
d
n
e
s
s
,
 
a
n
g
e
r
,
f
e
a
r
,
 
s
u
r
p
r
i
s
e
,
n
e
r
v
o
u
s
n
e
s
s
)
 
a
n
d
 
s
c
a
l
e
 
o
f
e
m
o
t
i
o
n
s
 
t
h
a
t
 
a
l
l
 
h
u
m
a
n
s
e
x
p
e
r
i
e
n
c
e
 
i
n
 
r
e
l
a
t
i
o
n
 
t
o
d
i
f
f
e
r
e
n
t
 
e
x
p
e
r
i
e
n
c
e
s
 
a
n
d
s
i
t
u
a
t
i
o
n
s
.
 
 
16
 
Scale of childhood emotions
 
Primary
 
Teach younger pupils to recognise:
e
m
o
t
i
o
n
a
l
 
t
r
i
g
g
e
r
s
 
(
l
o
s
i
n
g
 
a
 
t
o
y
,
 
r
o
u
t
i
n
e
 
c
h
a
n
g
e
)
that the behaviour of others can affect their wellbeing
their own behaviour and emotions can affect others
Build older pupils’ awareness of:
t
h
e
 
i
m
p
a
c
t
 
o
f
 
l
i
f
e
 
e
v
e
n
t
s
 
(
p
a
r
e
n
t
s
 
s
e
p
a
r
a
t
i
n
g
,
 
a
r
r
i
v
a
l
o
f
 
a
 
n
e
w
 
s
i
b
l
i
n
g
)
the many factors that can affect mood such as
responsibilities, personal preferences, exercise
how events can affect the intensity of our emotions
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
e
r
e
 
i
s
 
a
 
n
o
r
m
a
l
r
a
n
g
e
 
o
f
 
e
m
o
t
i
o
n
s
 
(
e
.
g
.
h
a
p
p
i
n
e
s
s
,
 
s
a
d
n
e
s
s
,
a
n
g
e
r
,
 
f
e
a
r
,
 
s
u
r
p
r
i
s
e
,
n
e
r
v
o
u
s
n
e
s
s
)
 
a
n
d
 
s
c
a
l
e
 
o
f
e
m
o
t
i
o
n
s
 
t
h
a
t
 
a
l
l
 
h
u
m
a
n
s
e
x
p
e
r
i
e
n
c
e
 
i
n
 
r
e
l
a
t
i
o
n
 
t
o
d
i
f
f
e
r
e
n
t
 
e
x
p
e
r
i
e
n
c
e
s
 
a
n
d
s
i
t
u
a
t
i
o
n
s
.
 
 
17
 
Talking about emotions
 
 
Primary
 
Establish and build younger pupils’ vocabulary for:
things that make them feel happy or sad
things that could make someone else feel happy
Challenge older pupils to talk in more complex and
nuanced ways about:
how events and people can make them feel
happy, sad, anxious or upset
others’ emotions and how to recognise them
how someone might feel in an abstract scenario
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
h
o
w
 
t
o
 
r
e
c
o
g
n
i
s
e
 
a
n
d
t
a
l
k
 
a
b
o
u
t
 
e
m
o
t
i
o
n
s
,
i
n
c
l
u
d
i
n
g
 
h
a
v
i
n
g
 
a
 
v
a
r
i
e
d
v
o
c
a
b
u
l
a
r
y
 
o
f
 
w
o
r
d
s
 
t
o
 
u
s
e
w
h
e
n
 
t
a
l
k
i
n
g
 
a
b
o
u
t
 
t
h
e
i
r
o
w
n
 
a
n
d
 
o
t
h
e
r
s
 
f
e
e
l
i
n
g
s
.
 
 
18
 
Appropriate emotions / 
behaviour
 
 
 
Primary
 
For younger pupils model appropriate:
responses to events/situations
ways to express emotions
Also provide opportunities for pupils to practise
recognising appropriate emotions and behaviour.
Give older pupils opportunities to select appropriate
emotions and behaviours in response to (positive or
negative) scenario-based triggers. Teach that there is
usually a range of potential responses / expected
behaviours.
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
h
o
w
 
t
o
 
j
u
d
g
e
 
w
h
e
t
h
e
r
w
h
a
t
 
t
h
e
y
 
a
r
e
 
f
e
e
l
i
n
g
 
a
n
d
h
o
w
 
t
h
e
y
 
a
r
e
 
b
e
h
a
v
i
n
g
 
i
s
a
p
p
r
o
p
r
i
a
t
e
 
a
n
d
p
r
o
p
o
r
t
i
o
n
a
t
e
.
 
19
 
Physical activity and wellbeing
 
 
 
Primary
 
T
e
a
c
h
 
p
u
p
i
l
s
 
t
h
a
t
 
p
h
y
s
i
c
a
l
 
a
c
t
i
v
i
t
y
 
(
a
c
t
i
v
i
t
y
 
t
h
a
t
 
g
e
t
s
h
e
a
r
t
 
p
u
m
p
i
n
g
)
 
h
a
s
 
b
e
e
n
 
p
r
o
v
e
n
 
t
o
 
b
e
 
g
o
o
d
 
f
o
r
 
m
e
n
t
a
l
w
e
l
l
b
e
i
n
g
.
 
P
u
p
i
l
s
 
s
h
o
u
l
d
 
b
e
 
p
h
y
s
i
c
a
l
l
y
 
a
c
t
i
v
e
 
e
v
e
r
y
 
d
a
y
f
o
r
 
a
t
 
l
e
a
s
t
 
6
0
 
m
i
n
u
t
e
s
.
 
E
n
s
u
r
e
 
p
u
p
i
l
s
 
k
n
o
w
 
a
n
d
e
x
p
e
r
i
e
n
c
e
 
t
h
e
 
b
e
n
e
f
i
t
 
o
f
 
a
c
t
i
v
i
t
y
,
 
s
u
c
h
 
a
s
:
PE at school
walking or cycling to school
physically demanding activity out of or inside school
(e.g. daily mile-long walk, jogging, sports)
E
x
p
l
a
i
n
 
t
h
a
t
 
t
h
i
s
 
i
s
 
t
h
e
 
m
i
n
i
m
u
m
 
a
n
d
 
t
h
a
t
 
t
h
e
 
m
o
r
e
e
x
e
r
c
i
s
e
 
t
h
e
y
 
d
o
 
t
h
e
 
b
e
t
t
e
r
 
t
h
e
i
r
 
w
e
l
l
b
e
i
n
g
 
i
s
 
l
i
k
e
l
y
 
t
o
 
b
e
.
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
e
 
b
e
n
e
f
i
t
s
 
o
f
p
h
y
s
i
c
a
l
 
e
x
e
r
c
i
s
e
,
 
t
i
m
e
o
u
t
d
o
o
r
s
,
 
c
o
m
m
u
n
i
t
y
p
a
r
t
i
c
i
p
a
t
i
o
n
,
 
v
o
l
u
n
t
a
r
y
 
a
n
d
s
e
r
v
i
c
e
-
b
a
s
e
d
 
a
c
t
i
v
i
t
y
 
o
n
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
 
a
n
d
h
a
p
p
i
n
e
s
s
.
 
20
 
Social activity and wellbeing
 
 
 
Primary
 
E
x
p
l
a
i
n
 
t
h
a
t
 
c
o
n
t
a
c
t
 
w
i
t
h
 
o
t
h
e
r
 
p
e
o
p
l
e
 
h
a
s
 
a
l
s
o
 
b
e
e
n
p
r
o
v
e
n
 
t
o
 
b
e
 
g
o
o
d
 
f
o
r
 
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
.
 
E
n
s
u
r
e
 
t
h
a
t
p
u
p
i
l
s
 
k
n
o
w
 
a
n
d
 
e
x
p
e
r
i
e
n
c
e
 
t
h
e
 
b
e
n
e
f
i
t
s
 
o
f
 
s
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
 
i
n
s
i
d
e
 
a
n
d
 
o
u
t
s
i
d
e
 
s
c
h
o
o
l
,
 
i
n
c
l
u
d
i
n
g
 
b
y
:
taking part in clubs (e.g. sports clubs, rainbows,
beavers)
participating in groups of people who share
interests (e.g. drama clubs)
helping out with volunteering projects at school
volunteering elsewhere (e.g. litter picking with
people in the local community)
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
e
 
b
e
n
e
f
i
t
s
 
o
f
p
h
y
s
i
c
a
l
 
e
x
e
r
c
i
s
e
,
 
t
i
m
e
o
u
t
d
o
o
r
s
,
 
c
o
m
m
u
n
i
t
y
p
a
r
t
i
c
i
p
a
t
i
o
n
,
 
v
o
l
u
n
t
a
r
y
 
a
n
d
s
e
r
v
i
c
e
-
b
a
s
e
d
 
a
c
t
i
v
i
t
y
 
o
n
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
 
a
n
d
h
a
p
p
i
n
e
s
s
.
 
21
 
Positive routines and sleep
Primary
 
T
e
a
c
h
 
p
u
p
i
l
s
 
t
h
a
t
 
g
o
o
d
 
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
 
d
e
p
e
n
d
s
o
n
 
g
e
t
t
i
n
g
 
t
h
e
 
r
i
g
h
t
 
a
m
o
u
n
t
 
o
f
 
s
l
e
e
p
 
e
v
e
r
y
 
d
a
y
:
children aged 3 to 5 need 10 to 13 hours
children aged 6 to 12 need 9 to 12 hours
young people aged 13 to 18 need 8 to 10 hours
Explain pupils can develop a routine to reduce screen
time and prioritise sleep, social interaction and physical
activity, which are vital for wellbeing, for example, by:
agreeing a weekly online limit with their parents
switching off their phone 2 hours before bed
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
e
 
b
e
n
e
f
i
t
s
 
o
f
p
h
y
s
i
c
a
l
 
e
x
e
r
c
i
s
e
,
 
t
i
m
e
o
u
t
d
o
o
r
s
,
 
c
o
m
m
u
n
i
t
y
p
a
r
t
i
c
i
p
a
t
i
o
n
,
 
v
o
l
u
n
t
a
r
y
 
a
n
d
s
e
r
v
i
c
e
-
b
a
s
e
d
 
a
c
t
i
v
i
t
y
 
o
n
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
 
a
n
d
h
a
p
p
i
n
e
s
s
.
 
22
 
Simple self-care techniques
 
 
 
Primary
 
T
e
a
c
h
 
y
o
u
n
g
e
r
 
p
u
p
i
l
s
 
t
o
 
m
a
k
e
 
p
o
s
i
t
i
v
e
c
o
n
n
e
c
t
i
o
n
s
 
b
e
t
w
e
e
n
 
t
h
i
n
g
s
 
t
h
e
y
 
e
n
j
o
y
 
(
a
c
t
i
v
i
t
i
e
s
,
f
r
i
e
n
d
s
)
 
a
n
d
 
f
e
e
l
i
n
g
 
g
o
o
d
.
C
h
a
l
l
e
n
g
e
 
o
l
d
e
r
 
p
u
p
i
l
s
 
t
o
 
r
e
f
l
e
c
t
 
o
n
 
h
o
w
 
r
e
s
t
,
 
t
i
m
e
w
i
t
h
 
o
t
h
e
r
s
,
 
h
o
b
b
i
e
s
 
a
n
d
 
i
n
t
e
r
e
s
t
s
,
 
r
a
t
i
o
n
i
n
g
 
t
i
m
e
o
n
l
i
n
e
,
 
h
e
l
p
 
t
o
 
m
a
i
n
t
a
i
n
 
a
n
d
 
i
n
c
r
e
a
s
e
 
t
h
e
i
r
 
w
e
l
l
b
e
i
n
g
.
E
n
s
u
r
e
 
o
l
d
e
r
 
p
u
p
i
l
s
 
a
r
e
 
t
a
u
g
h
t
 
a
n
d
 
k
n
o
w
 
o
f
 
a
 
r
a
n
g
e
 
o
f
s
e
l
f
-
c
a
r
e
 
s
t
r
a
t
e
g
i
e
s
 
t
h
e
y
 
c
a
n
 
u
s
e
 
t
o
 
r
e
g
u
l
a
t
e
 
t
h
e
i
r
e
m
o
t
i
o
n
a
l
 
e
x
p
e
r
i
e
n
c
e
 
(
f
o
r
 
e
x
a
m
p
l
e
,
 
s
o
m
e
 
p
e
o
p
l
e
 
e
n
j
o
y
m
i
n
d
f
u
l
n
e
s
s
,
 
c
o
l
o
u
r
i
n
g
,
 
e
x
e
r
c
i
s
e
,
 
s
e
t
t
i
n
g
 
a
 
t
i
m
e
 
t
o
u
n
w
i
n
d
 
b
e
f
o
r
e
 
b
e
d
 
a
s
 
w
e
l
l
 
a
s
 
g
e
t
t
i
n
g
 
e
n
o
u
g
h
 
s
l
e
e
p
)
.
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
s
i
m
p
l
e
 
s
e
l
f
-
c
a
r
e
t
e
c
h
n
i
q
u
e
s
,
 
i
n
c
l
u
d
i
n
g
 
t
h
e
i
m
p
o
r
t
a
n
c
e
 
o
f
 
r
e
s
t
,
 
t
i
m
e
s
p
e
n
t
 
w
i
t
h
 
f
r
i
e
n
d
s
 
a
n
d
f
a
m
i
l
y
 
a
n
d
 
t
h
e
 
b
e
n
e
f
i
t
s
 
o
f
h
o
b
b
i
e
s
 
a
n
d
 
i
n
t
e
r
e
s
t
s
.
 
23
 
Isolation and loneliness
 
 
 
 
Primary
 
T
e
a
c
h
 
p
u
p
i
l
s
 
t
h
e
 
d
i
f
f
e
r
e
n
c
e
 
b
e
t
w
e
e
n
 
b
o
r
e
d
o
m
,
i
s
o
l
a
t
i
o
n
 
a
n
d
 
l
o
n
e
l
i
n
e
s
s
.
 
A
n
y
o
n
e
 
(
i
n
c
l
u
d
i
n
g
 
a
d
u
l
t
s
)
c
a
n
 
e
x
p
e
r
i
e
n
c
e
 
t
h
e
s
e
 
f
e
e
l
i
n
g
s
 
 
w
h
e
t
h
e
r
 
o
r
 
n
o
t
 
t
h
e
y
h
a
v
e
 
p
e
o
p
l
e
 
w
i
t
h
 
t
h
e
m
.
Encourage younger pupils to use creative activities
(such as telling or writing stories) to tackle boredom.
Emphasise that they can seek out a trusted adult or
friend when they feel lonely.
E
x
p
l
o
r
e
 
s
t
r
a
t
e
g
i
e
s
 
w
i
t
h
 
o
l
d
e
r
 
p
u
p
i
l
s
 
t
o
 
r
e
d
u
c
e
l
o
n
e
l
i
n
e
s
s
 
(
f
o
r
 
e
x
a
m
p
l
e
,
 
s
e
e
k
i
n
g
 
c
o
m
p
a
n
i
o
n
s
h
i
p
 
o
r
j
o
i
n
i
n
g
 
c
l
u
b
s
)
.
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
i
s
o
l
a
t
i
o
n
 
a
n
d
l
o
n
e
l
i
n
e
s
s
 
c
a
n
 
a
f
f
e
c
t
c
h
i
l
d
r
e
n
 
a
n
d
 
t
h
a
t
 
i
t
 
i
s
 
v
e
r
y
i
m
p
o
r
t
a
n
t
 
f
o
r
 
c
h
i
l
d
r
e
n
 
t
o
d
i
s
c
u
s
s
 
t
h
e
i
r
 
f
e
e
l
i
n
g
s
 
w
i
t
h
a
n
 
a
d
u
l
t
 
a
n
d
 
s
e
e
k
 
s
u
p
p
o
r
t
.
 
24
 
Talking and getting support
 
 
 
 
 
Primary
 
Remind younger pupils to talk to a trusted adult when:
experiencing friendship problems (e.g. toys being
taken from them)
they feel lonely
Check that older pupils:
can describe what loneliness is
know that it can help to talk about feelings
are aware of the adults they can talk to
can suggest actions a character might take if they
were lonely (structured scenario)
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
i
s
o
l
a
t
i
o
n
 
a
n
d
l
o
n
e
l
i
n
e
s
s
 
c
a
n
 
a
f
f
e
c
t
c
h
i
l
d
r
e
n
 
a
n
d
 
t
h
a
t
 
i
t
 
i
s
 
v
e
r
y
i
m
p
o
r
t
a
n
t
 
f
o
r
 
c
h
i
l
d
r
e
n
 
t
o
d
i
s
c
u
s
s
 
t
h
e
i
r
 
f
e
e
l
i
n
g
s
 
w
i
t
h
a
n
 
a
d
u
l
t
 
a
n
d
 
s
e
e
k
 
s
u
p
p
o
r
t
.
 
25
 
The impact of bullying
 
 
 
 
Primary
 
Teach that:
bullying can make people feel bad and negatively
affects mental wellbeing
all types of bullying can hurt people (including
‘cyberbullying’)
you can’t always tell if someone is being hurt by
bullying
bullying can affect someone long after an incident
has happened (it can affect their whole life)
Emphasise that bullying should not be tolerated and
that people should ask for help if they need it.
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
a
t
 
b
u
l
l
y
i
n
g
(
i
n
c
l
u
d
i
n
g
 
c
y
b
e
r
b
u
l
l
y
i
n
g
)
h
a
s
 
a
 
n
e
g
a
t
i
v
e
 
a
n
d
 
o
f
t
e
n
l
a
s
t
i
n
g
 
i
m
p
a
c
t
 
o
n
 
m
e
n
t
a
l
w
e
l
l
b
e
i
n
g
.
 
26
 
When to ask for help
 
 
 
 
 
Primary
 
Tell younger pupils that they should always ask for
help when they need it, such as when they or someone
else is worried or upset.
Explain and encourage older pupils to recognise
scenarios when they should ask for help, such as when
they’re concerned about:
their wellbeing / emotional reactions
someone else’s wellbeing / emotional reactions
This could be in response to face-to-face or online
behaviour.
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
w
h
e
r
e
 
a
n
d
 
h
o
w
 
t
o
s
e
e
k
 
s
u
p
p
o
r
t
 
(
i
n
c
l
u
d
i
n
g
r
e
c
o
g
n
i
s
i
n
g
 
t
h
e
 
t
r
i
g
g
e
r
s
 
f
o
r
s
e
e
k
i
n
g
 
s
u
p
p
o
r
t
)
.
 
27
 
Who to ask for help
 
 
 
 
 
 
Primary
 
Ensure all pupils know their appropriate adults to ask
for support when they or somebody else is feeling hurt,
upset, worried or angry (including about issues arising
online).
I
d
e
n
t
i
f
y
 
t
h
e
i
r
 
k
e
y
 
t
r
u
s
t
e
d
 
a
d
u
l
t
s
 
a
t
 
s
c
h
o
o
l
 
a
n
d
r
e
m
i
n
d
 
p
u
p
i
l
s
 
t
h
e
y
 
c
a
n
 
a
l
s
o
 
t
a
l
k
 
t
o
 
a
n
y
 
o
t
h
e
r
 
t
e
a
c
h
e
r
.
Older pupils should also know who they can speak to
outside school (e.g. parent/carer, a friend).
 
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
 
w
h
o
m
 
i
n
 
s
c
h
o
o
l
t
h
e
y
 
s
h
o
u
l
d
 
s
p
e
a
k
 
t
o
 
i
f
 
t
h
e
y
a
r
e
 
w
o
r
r
i
e
d
 
a
b
o
u
t
 
t
h
e
i
r
 
o
w
n
o
r
 
s
o
m
e
o
n
e
 
e
l
s
e
s
 
m
e
n
t
a
l
w
e
l
l
b
e
i
n
g
 
o
r
 
a
b
i
l
i
t
y
 
t
o
c
o
n
t
r
o
l
 
t
h
e
i
r
 
e
m
o
t
i
o
n
s
(
i
n
c
l
u
d
i
n
g
 
i
s
s
u
e
s
 
a
r
i
s
i
n
g
o
n
l
i
n
e
)
.
 
28
 
Children and mental health
 
 
 
 
 
 
Primary
 
Teach pupils that feeling emotions such as sadness
doesn’t mean we are unwell - feelings often change
throughout the day and over longer periods.
S
o
m
e
t
i
m
e
s
 
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
 
c
a
n
 
b
e
 
a
f
f
e
c
t
e
d
,
 
e
.
g
.
b
y
 
l
i
f
e
 
e
v
e
n
t
s
 
o
r
 
s
e
e
m
i
n
g
l
y
 
l
o
w
e
r
-
l
e
v
e
l
 
s
t
r
e
s
s
o
r
s
 
a
n
d
:
p
e
o
p
l
e
 
s
o
m
e
t
i
m
e
s
 
n
e
e
d
 
h
e
l
p
 
t
o
 
g
e
t
 
b
e
t
t
e
r
 
o
r
c
o
p
e
,
 
e
.
g
.
 
h
e
l
p
 
f
r
o
m
 
f
a
m
i
l
y
,
 
f
r
i
e
n
d
s
,
 
a
 
d
o
c
t
o
r
w
e
l
l
b
e
i
n
g
 
i
s
 
a
 
s
p
e
c
t
r
u
m
 
a
n
d
 
a
d
d
r
e
s
s
i
n
g
 
i
s
s
u
e
s
e
a
r
l
y
 
c
a
n
 
m
i
n
i
m
i
s
e
 
t
h
e
 
n
e
g
a
t
i
v
e
 
i
m
p
a
c
t
p
e
o
p
l
e
 
c
a
n
 
s
e
e
m
 
h
a
p
p
y
 
b
u
t
 
s
t
i
l
l
 
n
e
e
d
 
h
e
l
p
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
i
t
 
i
s
 
c
o
m
m
o
n
 
f
o
r
p
e
o
p
l
e
 
t
o
 
e
x
p
e
r
i
e
n
c
e
m
e
n
t
a
l
 
i
l
l
 
h
e
a
l
t
h
.
 
F
o
r
 
m
a
n
y
p
e
o
p
l
e
 
w
h
o
 
d
o
,
 
t
h
e
p
r
o
b
l
e
m
s
 
c
a
n
 
b
e
 
r
e
s
o
l
v
e
d
 
i
f
t
h
e
 
r
i
g
h
t
 
s
u
p
p
o
r
t
 
i
s
 
m
a
d
e
a
v
a
i
l
a
b
l
e
,
 
e
s
p
e
c
i
a
l
l
y
 
i
f
a
c
c
e
s
s
e
d
 
e
a
r
l
y
 
e
n
o
u
g
h
.
 
29
Secondary curriculum
 
30
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
S
c
h
o
o
l
s
 
s
h
o
u
l
d
 
c
o
n
t
i
n
u
e
 
t
o
 
d
e
v
e
l
o
p
 
k
n
o
w
l
e
d
g
e
 
o
n
 
t
o
p
i
c
s
 
s
p
e
c
i
f
i
e
d
 
f
o
r
 
p
r
i
m
a
r
y
 
a
s
r
e
q
u
i
r
e
d
 
a
n
d
 
i
n
 
a
d
d
i
t
i
o
n
 
c
o
v
e
r
 
t
h
e
 
f
o
l
l
o
w
i
n
g
 
c
o
n
t
e
n
t
 
b
y
 
t
h
e
 
e
n
d
 
o
f
 
s
e
c
o
n
d
a
r
y
.
 
 
 
Secondary
 
 
 
You may also want to refer to the statutory guidance for 
physical health
and mental wellbeing
.
 
 
 
 
 
31
 
Talking about emotions
 
 
 
 
 
 
 
Secondary
 
A
s
s
e
s
s
/
b
a
s
e
l
i
n
e
 
p
u
p
i
l
s
 
e
m
o
t
i
o
n
a
l
 
v
o
c
a
b
u
l
a
r
y
g
a
i
n
e
d
 
i
n
 
p
r
i
m
a
r
y
.
S
h
a
p
e
 
d
i
s
c
u
s
s
i
o
n
s
 
o
f
 
c
o
m
p
l
e
x
 
a
n
d
 
m
u
l
t
i
p
l
e
e
m
o
t
i
o
n
s
,
 
d
e
m
o
n
s
t
r
a
t
i
n
g
 
m
o
r
e
 
n
u
a
n
c
e
d
 
l
a
n
g
u
a
g
e
,
w
h
i
l
e
 
a
v
o
i
d
i
n
g
 
s
t
i
g
m
a
t
i
s
e
d
 
t
e
r
m
s
.
Y
o
u
 
m
i
g
h
t
 
d
i
s
c
u
s
s
 
m
o
r
a
l
 
e
m
o
t
i
o
n
s
,
 
e
.
g
.
 
s
o
m
e
o
n
e
m
i
g
h
t
 
f
e
e
l
 
t
h
e
y
 
h
a
v
e
 
b
e
n
e
f
i
t
e
d
 
b
y
 
t
a
k
i
n
g
 
a
n
o
t
h
e
r
s
p
o
s
s
e
s
s
i
o
n
 
b
u
t
 
a
l
s
o
 
f
e
e
l
 
b
a
d
,
 
g
u
i
l
t
y
 
o
r
 
a
s
h
a
m
e
d
.
C
h
a
l
l
e
n
g
e
 
p
u
p
i
l
s
 
t
o
 
a
p
p
l
y
 
t
h
e
i
r
 
g
r
o
w
i
n
g
 
v
o
c
a
b
u
l
a
r
y
w
i
t
h
i
n
 
s
t
r
u
c
t
u
r
e
d
 
a
n
d
 
r
e
a
l
i
s
t
i
c
 
s
c
e
n
a
r
i
o
s
.
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
h
o
w
 
t
o
 
t
a
l
k
 
a
b
o
u
t
t
h
e
i
r
 
e
m
o
t
i
o
n
s
 
a
c
c
u
r
a
t
e
l
y
a
n
d
 
s
e
n
s
i
t
i
v
e
l
y
,
 
u
s
i
n
g
a
p
p
r
o
p
r
i
a
t
e
 
v
o
c
a
b
u
l
a
r
y
.
 
32
 
Happiness and personal connection
 
 
 
 
 
 
Secondary
 
T
e
a
c
h
 
t
h
a
t
 
t
h
e
r
e
 
i
s
 
a
 
p
o
s
i
t
i
v
e
 
l
i
n
k
 
b
e
t
w
e
e
n
 
h
e
a
l
t
h
y
c
o
n
n
e
c
t
i
o
n
 
t
o
 
o
t
h
e
r
s
 
a
n
d
 
m
e
n
t
a
l
 
w
e
l
l
b
e
i
n
g
.
Consider the group dynamic and direct pupils away
from a narrow view of ‘connection with others’ so that:
different types of connection (e.g. offline, online,
carers, pets, important possessions) are valued
pupils value quality of friendship and are not
worried about numbers of friends
Teach that conversations with peers and trusted adults
can help us to problem solve.
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
t
h
a
t
 
h
a
p
p
i
n
e
s
s
 
i
s
l
i
n
k
e
d
 
t
o
 
b
e
i
n
g
 
c
o
n
n
e
c
t
e
d
t
o
 
o
t
h
e
r
s
.
 
33
 
Recognising wellbeing concerns
 
 
 
 
 
 
Secondary
 
Teach early signs of mental wellbeing issues such as:
behaviour / mood change over days or weeks
sleep problems
 - too little or too much sleep
feeling regularly overwhelmed, anxious, angry
deliberate isolation from friends and family
lack of self-care or hygiene habits
difficulty concentrating (not focusing on work)
more regular physical health concerns (headaches)
Teach that such signs don’t always indicate a wellbeing
problem. Someone could also have a wellbeing issue
without anyone noticing any signs.
 
S
T
A
T
U
T
O
R
Y
 
G
U
I
D
A
N
C
E
K
n
o
w
 
h
o
w
 
t
o
 
r
e
c
o
g
n
i
s
e
 
t
h
e
e
a
r
l
y
 
s
i
g
n
s
 
o
f
 
m
e
n
t
a
l
w
e
l
l
b
e
i
n
g
 
c
o
n
c
e
r
n
s
.
 
34
 
Common types of mental ill health
 
 
 
 
 
 
Secondary
 
Teach pupils the most prevalent types of 
mental ill
health
 such as low mood, anxiety, depression, stress,
and that they can also affect our physical health.
You might also teach about self harm and eating
disorders (always use qualified support as needed).
Explain the signs of conditions and what to do if you or
someone you know has those signs.
Remind pupils that descriptions of conditions online are
not always reflective of how a condition feels to an
individual and that it is important not to self-diagnose.
S
T
A
T
U
T
O
R
Y
 
G
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35
 
Understanding anxiety
 
 
 
 
 
 
Secondary
 
Teach that anxiety can be a normal, temporary and
even productive reaction to things we find stressful
(e.g. socialising, tests). We can also feel anxious
without knowing why.
Anxiety makes people feel different ways (e.g. shaky,
irritable, sweaty) and we might avoid doing things.
Explain that when anxiety is constant, overwhelming or
out of proportion we shouldn’t ignore it. There are lots
of 
strategies for dealing with anxiety
. Young people
can also talk to a teacher or school nurse, see their GP
or call 111 (NHS number).
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36
 
Critically evaluate mental wellbeing
 
 
 
 
 
 
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Teach pupils to make connections between behaviour,
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not good or bad, and we can choose how to respond to
events, even if it can be hard.
Teach that wellbeing can be undermined by:
drug and alcohol use
too much time spent online
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strongly or do something that ‘hurts’ us.
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37
 
Build on positive wellbeing factors
 
 
 
 
 
 
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38
Examples of good practice
 
39
 
Good practice
 
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The following are just some of the approaches you might consider
when preparing to teach mental wellbeing.
 
You will need to adapt these approaches to ensure they are age
appropriate and developmentally appropriate for your pupils.
 
40
 
Good practice: Planning wellbeing teaching
 
 
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41
 
Good practice: Mediated self-monitoring
 
 
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Embed ‘early signs’ of wellbeing concerns and encourage self-
monitoring through third-person scenarios that challenge pupils to
articulate their knowledge. This is emotionally safer than roleplay and
avoids pupils ‘oversharing’ or being singled out.
 
How does someone know when they are well?
What do people notice when their wellbeing isn’t right?
How would someone know if their wellbeing changed?
How do people behave when they are not well?
When might someone need support from others?
Who might be able to give support?
 
42
 
Good practice: Share further information
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Make sure pupils know the key people they can speak to at school,
and that if they want to, they can speak to any teacher.
You could also make information about support organisations
available in the classroom and school spaces. For example:
Childline
 - where children can get in touch on 0800 1111
Young Minds
 
- crisis helpline
GP and other health professionals
In an emergency or crisis pupils should also know they can contact
the 
Samaritans
 or call 999.
 
43
Activities and templates for trainers
 
44
 
About these activities and templates
 
 
Subject leads can use the following templates and training activities
to plan training on teaching the new curriculum topics.
You can:
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45
 
Training activity:
Rate your confidence
 
46
 
Rate your confidence (trainer notes)
 
 
 
Ask your colleagues to rate confidence before and after topic training
using the slides in this deck.
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If teachers still rate confidence as low, discuss ways you can develop
their subject knowledge, offer peer support etc.
 
 
 
 
 
 
 
47
 
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48
 
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49
 
‘Our school’ templates
 
50
 
Mental wellbeing support at 
[school name]
 
 
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[Add resources]
 
51
 
Mental wellbeing teaching at 
[school name]
 
 
We already teach about and support mental wellbeing at our school.
We teach about mental wellbeing by:
[Add details]
[Add details]
[Add details]
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52
 
Training activity:
Dealing with difficult questions
 
53
 
Dealing with difficult questions (trainer notes)
 
 
 
Use the following slides in your training to help teachers:
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54
 
Dealing with difficult questions (1)
 
 
[Prepare ‘difficult’ questions to discuss in training or give
teachers a blank version to fill with their own questions]
What would
you say?
What wouldn’t you
say?
Follow up
How could this have
been prevented?
 
55
 
Dealing with difficult questions (2)
 
 
 
Pupils may well ask questions because they:
want information
are seeking permission - “Is it OK if I …?”
are trying to shock
have related personal beliefs
Remember:
don’t feel pressured or that you have to answer straight away
don’t disclose personal information - use third-person examples,
say ‘some people...’
seek advice if you need it
 
 
 
 
 
 
 
 
56
 
Additional slides for structuring training
 
57
 
Teaching mental wellbeing
Part of: Physical health and mental wellbeing
ADAPT THIS FOR YOUR OWN PRESENTATION
 
[YOUR NAME, YOUR SCHOOL]
Primary
Secondary
 
[DATE]
 
What you get out of today
 
By the end of this training you should:
 
know the statutory guidance
know some of the ways you can teach the required knowledge
have strategies to deal with questions that come up in class
feel more confident teaching about mental wellbeing
 
 
 
 
59
ADAPT THIS FOR YOUR OWN PRESENTATION
 
Any questions?
 
60
ADAPT THIS FOR YOUR OWN PRESENTATION
 
Any concerns?
 
What support do you need?
 
Mental wellbeing spectrum
 
CAN BE USED AS A VISUAL AID IN TEACHER TRAINING -
NOT SUGGESTED AS A CLASSROOM RESOURCE
 
When teaching pupils about mental wellbeing it can helpful to convey that
wellbeing is a spectrum rather than binary (good, bad).
 
61
 
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h
y
 
S
t
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l
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g
 
U
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XX%
 
[Use this format to present your own key facts and statistics - e.g. from your local
authority or own monitoring. Include the source]
 
62
ADAPT THIS FOR YOUR OWN PRESENTATION
Slide Note
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This training module provides valuable insights into teaching mental wellbeing as part of health education in primary and secondary schools. It covers the new curriculum requirements, examples of good practices, and activities for trainers. Schools are encouraged to adapt the module according to their needs and refer to statutory guidance for pedagogical support. Emphasizing the importance of understanding wellbeing factors, the module aims to equip educators with the knowledge and capability to address mental health challenges effectively.


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  1. Training module Teaching mental wellbeing Part of: Health education Primary Secondary June 2020

  2. Contents 3 About this training module 4 Teaching the new curriculum 13 Primary curriculum 30 Secondary curriculum 49 Examples of good practice 50 Activities and templates for trainers 2

  3. About this training module This non-statutory training module supplements the statutory guidance on teaching mental wellbeing, which schools should read in full. Schools can choose whether and how to follow or adapt this training module and should refer to the Early Career Framework for pedagogical guidance. Subject leads using this presentation in training should also refer to the Activities and templates for trainers section. 3

  4. Teaching the new curriculum 4

  5. Knowledge and capability From September 2020 there are new requirements for teaching mental wellbeing as part of health education. Statutory guidance explains how this knowledge will benefit pupils. STATUTORY GUIDANCE young people are increasingly experiencing challenges The new subject content will give them the knowledge and capability to take care of themselves and receive support if problems arise. (p4) 5

  6. Primary and secondary teaching Some slides in this training have a Primary or Secondary label to indicate that the material is usually first introduced in that phase. Schools have flexibility to design and plan age-appropriate subject content (statutory guidance). Using your knowledge of your pupils and school community you can: introduce secondary material in primary with pupils who are ready teach the primary material in early secondary lessons to pupils who need to build knowledge before secondary requirements are taught 6

  7. Start with wellbeing The majority of children and young people have good mental wellbeing most of the time. The starting point should therefore be teaching pupils the factors that contribute to and help us maintain wellbeing. Once understanding of wellbeing is established you will be able to teach pupils to understand and identify: when someone may be experiencing poor mental health contributing factors to poor mental health positive strategies to improve wellbeing when people need help from others 7

  8. Closely related topics Mental wellbeing is closely related to several other topics such as: Relationships, bullying, and internet safety and harms Physical health, healthy eating, and drugs, alcohol and tobacco Intimate and sexual relationships (secondary) Therefore you should: consider thematic links when planning and delivering lessons find ways to link knowledge and vocabulary across topics design lessons that enable pupils to make connections between mental wellbeing and other topics 8

  9. Pupils with SEND Pupils with special educational needs and disabilities are statistically more likely to have wellbeing needs. Your special educational needs coordinator (SENCO) can help you develop support strategies (this may have happened during curriculum planning). You will need to adapt lessons to allow all children to access and apply the knowledge in this module, using your expertise as you normally would. You might want to link lesson outcomes with statutory preparing for adulthood outcomes for those with an education, health and care (EHC) plan. (See SEND code of practice, section 8.) 9

  10. Safeguarding Pupils may be affected by issues discussed in lessons. Let your child protection/pastoral/safeguarding lead know what you are teaching so they can speak to pupils, including those with adverse childhood experiences. Also make sure you follow safeguarding procedures, including: setting ground rules for lessons, where needed, particularly around not sharing personal information stopping discussions if personal information is shared in lessons and following up with pupils later where needed not promising confidentiality if a pupil confides something concerning telling pupils they can ask for help and they will be taken seriously 10

  11. Create class ground rules Clear class ground rules can help when teaching about sensitive topics. They also support confidentiality and safeguarding of pupils. Good practice is for ground rules to be: discussed and understood by all clear and practical modelled by the teacher followed consistently and enforced updated when needed visible in lessons (for example, posters) 11

  12. Example ground rules Respect privacy. We can discuss examples but don t use names or descriptions that identify anyone, including ourselves. We never put anyone on the spot . Listen to others. It s okay to challenge a view or disagree, but we listen properly before making assumptions or deciding how to respond. Everyone has the right to feel listened to. No judgement. We can explore beliefs and misunderstandings about a topic without fear of being judged. Right to pass. Every pupil has the right to choose not to answer a question or join the discussion if a topic makes them uncomfortable. 12

  13. Primary curriculum 13

  14. Primary You may also want to refer to the statutory guidance for physical health and mental wellbeing. 14

  15. Introducing mental wellbeing STATUTORY GUIDANCE Know mental wellbeing is a normal part of daily life, in the same way as physical health. Teach pupils that, like physical health, mental wellbeing is an important part of daily life that is influenced by different factors, including exercise. Explain to younger pupils that things they value, enjoy or are good at can all support mental wellbeing. Positive relationships, and eating and sleeping well can also help. Prompt older pupils to reflect on ways they can contribute to others mental wellbeing, and establish which activities help them maintain their own wellbeing. Primary Reference: NHS: 5 steps to mental wellbeing 15

  16. Range of childhood emotions STATUTORY GUIDANCE Know there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. Teach pupils to identify and name the range and degrees of emotions in daily life. Pitch lessons to match developmental stage. Stage 1: Recognising fear, joy, disgust, surprise, sadness, anger, happiness. Stage 2: Recognising pride, shame, dismay, jealousy, embarrassment, empathy. Stage 3: Recognising multiple emotions (feeling good, bad or indifferent at the same time), false emotions (pretending to like a present). Primary 16

  17. Scale of childhood emotions STATUTORY GUIDANCE Know there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. Teach younger pupils to recognise: emotional triggers (losing a toy, routine change) that the behaviour of others can affect their wellbeing their own behaviour and emotions can affect others Build older pupils awareness of: the impact of life events (parents separating, arrival of a new sibling) the many factors that can affect mood such as responsibilities, personal preferences, exercise how events can affect the intensity of our emotions Primary 17

  18. Talking about emotions STATUTORY GUIDANCE Know how to recognise and talk about emotions, including having a varied vocabulary of words to use when talking about their own and others feelings. Establish and build younger pupils vocabulary for: things that make them feel happy or sad things that could make someone else feel happy Challenge older pupils to talk in more complex and nuanced ways about: how events and people can make them feel happy, sad, anxious or upset others emotions and how to recognise them how someone might feel in an abstract scenario Primary 18

  19. Appropriate emotions / behaviour STATUTORY GUIDANCE Know how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. For younger pupils model appropriate: responses to events/situations ways to express emotions Also provide opportunities for pupils to practise recognising appropriate emotions and behaviour. Give older pupils opportunities to select appropriate emotions and behaviours in response to (positive or negative) scenario-based triggers. Teach that there is usually a range of potential responses / expected behaviours. Primary 19

  20. Physical activity and wellbeing STATUTORY GUIDANCE Know the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. Teach pupils that physical activity (activity that gets heart pumping) has been proven to be good for mental wellbeing. Pupils should be physically active every day for at least 60 minutes. Ensure pupils know and experience the benefit of activity, such as: PE at school walking or cycling to school physically demanding activity out of or inside school (e.g. daily mile-long walk, jogging, sports) Explain that this is the minimum and that the more exercise they do the better their wellbeing is likely to be. Primary 20

  21. Social activity and wellbeing STATUTORY GUIDANCE Know the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. Explain that contact with other people has also been proven to be good for mental wellbeing. Ensure that pupils know and experience the benefits of social interaction inside and outside school, including by: taking part in clubs (e.g. sports clubs, rainbows, beavers) participating in groups of people who share interests (e.g. drama clubs) helping out with volunteering projects at school volunteering elsewhere (e.g. litter picking with people in the local community) Primary 21

  22. Positive routines and sleep STATUTORY GUIDANCE Know the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. Teach pupils that good mental wellbeing depends on getting the right amount of sleep every day: children aged 3 to 5 need 10 to 13 hours children aged 6 to 12 need 9 to 12 hours young people aged 13 to 18 need 8 to 10 hours Explain pupils can develop a routine to reduce screen time and prioritise sleep, social interaction and physical activity, which are vital for wellbeing, for example, by: agreeing a weekly online limit with their parents switching off their phone 2 hours before bed Primary 22

  23. Simple self-care techniques STATUTORY GUIDANCE Know simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. Teach younger pupils to make positive connections between things they enjoy (activities, friends) and feeling good. Challenge older pupils to reflect on how rest, time with others, hobbies and interests, rationing time online, help to maintain and increase their wellbeing. Ensure older pupils are taught and know of a range of self-care strategies they can use to regulate their emotional experience (for example, some people enjoy mindfulness, colouring, exercise, setting a time to unwind before bed as well as getting enough sleep). Primary 23

  24. Isolation and loneliness Teach pupils the difference between boredom, isolation and loneliness. Anyone (including adults) can experience these feelings whether or not they have people with them. STATUTORY GUIDANCE Know isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. Encourage younger pupils to use creative activities (such as telling or writing stories) to tackle boredom. Emphasise that they can seek out a trusted adult or friend when they feel lonely. Explore strategies with older pupils to reduce loneliness (for example, seeking companionship or joining clubs). Primary 24

  25. Talking and getting support STATUTORY GUIDANCE Know isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. Remind younger pupils to talk to a trusted adult when: experiencing friendship problems (e.g. toys being taken from them) they feel lonely Check that older pupils: can describe what loneliness is know that it can help to talk about feelings are aware of the adults they can talk to can suggest actions a character might take if they were lonely (structured scenario) Primary 25

  26. The impact of bullying STATUTORY GUIDANCE Know that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. Teach that: bullying can make people feel bad and negatively affects mental wellbeing all types of bullying can hurt people (including cyberbullying ) you can t always tell if someone is being hurt by bullying bullying can affect someone long after an incident has happened (it can affect their whole life) Emphasise that bullying should not be tolerated and that people should ask for help if they need it. Primary 26

  27. When to ask for help STATUTORY GUIDANCE Know where and how to seek support (including recognising the triggers for seeking support). Tell younger pupils that they should always ask for help when they need it, such as when they or someone else is worried or upset. Explain and encourage older pupils to recognise scenarios when they should ask for help, such as when they re concerned about: their wellbeing / emotional reactions someone else s wellbeing / emotional reactions This could be in response to face-to-face or online behaviour. Primary 27

  28. Who to ask for help STATUTORY GUIDANCE Know whom in school they should speak to if they are worried about their own or someone else s mental wellbeing or ability to control their emotions (including issues arising online). Ensure all pupils know their appropriate adults to ask for support when they or somebody else is feeling hurt, upset, worried or angry (including about issues arising online). Identify their key trusted adults at school and remind pupils they can also talk to any other teacher. Older pupils should also know who they can speak to outside school (e.g. parent/carer, a friend). Primary 28

  29. Children and mental health STATUTORY GUIDANCE Know it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. Teach pupils that feeling emotions such as sadness doesn t mean we are unwell - feelings often change throughout the day and over longer periods. Sometimes mental wellbeing can be affected, e.g. by life events or seemingly lower-level stressors and: people sometimes need help to get better or cope, e.g. help from family, friends, a doctor wellbeing is a spectrum and addressing issues early can minimise the negative impact people can seem happy but still need help Primary 29

  30. Secondary curriculum STATUTORY GUIDANCE Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary. 30

  31. Secondary You may also want to refer to the statutory guidance for physical health and mental wellbeing. 31

  32. Talking about emotions STATUTORY GUIDANCE Know how to talk about their emotions accurately and sensitively, using appropriate vocabulary. Assess/baseline pupils emotional vocabulary gained in primary. Shape discussions of complex and multiple emotions, demonstrating more nuanced language, while avoiding stigmatised terms. You might discuss moral emotions , e.g. someone might feel they have benefited by taking another s possession but also feel bad, guilty or ashamed. Challenge pupils to apply their growing vocabulary within structured and realistic scenarios. Secondary 32

  33. Happiness and personal connection STATUTORY GUIDANCE Know that happiness is linked to being connected to others. Teach that there is a positive link between healthy connection to others and mental wellbeing. Consider the group dynamic and direct pupils away from a narrow view of connection with others so that: different types of connection (e.g. offline, online, carers, pets, important possessions) are valued pupils value quality of friendship and are not worried about numbers of friends Teach that conversations with peers and trusted adults can help us to problem solve. Secondary 33

  34. Recognising wellbeing concerns STATUTORY GUIDANCE Know how to recognise the early signs of mental wellbeing concerns. Teach early signs of mental wellbeing issues such as: behaviour / mood change over days or weeks sleep problems - too little or too much sleep feeling regularly overwhelmed, anxious, angry deliberate isolation from friends and family lack of self-care or hygiene habits difficulty concentrating (not focusing on work) more regular physical health concerns (headaches) Teach that such signs don t always indicate a wellbeing problem. Someone could also have a wellbeing issue without anyone noticing any signs. Secondary 34

  35. Common types of mental ill health STATUTORY GUIDANCE Know common types of mental ill health (e.g. anxiety and depression). Teach pupils the most prevalent types of mental ill health such as low mood, anxiety, depression, stress, and that they can also affect our physical health. You might also teach about self harm and eating disorders (always use qualified support as needed). Explain the signs of conditions and what to do if you or someone you know has those signs. Remind pupils that descriptions of conditions online are not always reflective of how a condition feels to an individual and that it is important not to self-diagnose. Secondary 35

  36. Understanding anxiety STATUTORY GUIDANCE Know common types of mental ill health (e.g. anxiety and depression). Teach that anxiety can be a normal, temporary and even productive reaction to things we find stressful (e.g. socialising, tests). We can also feel anxious without knowing why. Anxiety makes people feel different ways (e.g. shaky, irritable, sweaty) and we might avoid doing things. Explain that when anxiety is constant, overwhelming or out of proportion we shouldn t ignore it. There are lots of strategies for dealing with anxiety. Young people can also talk to a teacher or school nurse, see their GP or call 111 (NHS number). Secondary 36

  37. Critically evaluate mental wellbeing STATUTORY GUIDANCE Know how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others mental health. Teach pupils to make connections between behaviour, thoughts and feelings. Remind pupils that emotions are not good or bad, and we can choose how to respond to events, even if it can be hard. Teach that wellbeing can be undermined by: drug and alcohol use too much time spent online Explain that wellbeing can be adversely affected even within positive relationships, e.g. when friends disagree strongly or do something that hurts us. Secondary 37

  38. Build on positive wellbeing factors STATUTORY GUIDANCE Know the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service- based activities on mental wellbeing and happiness. Build on the knowledge gained in primary of positive factors for mental wellbeing such as: physical exercise - activity that gets the heart pumping time outdoors - sports, play, gardening community participation - clubs and hobbies voluntary activity - in class, home or elsewhere Teach pupils that people need to ration/limit time spent online (including mobile phones) as too much time online can have a negative effect on wellbeing. Secondary 38

  39. Examples of good practice 39

  40. Good practice The following are just some of the approaches you might consider when preparing to teach mental wellbeing. You will need to adapt these approaches to ensure they are age appropriate and developmentally appropriate for your pupils. Good practice 40

  41. Good practice: Planning wellbeing teaching Approaches to consider: ensure pupils know that they can talk to their teacher or other trusted adults if they have any concerns about wellbeing consider giving pupils contextual information (e.g. through a virtual learning environment) ahead of lessons where appropriate begin and end classes on a positive and let pupils know a few minutes before class will end to allow them to transition think about the atmosphere in the teaching space (seating arrangements, relevant posters) Good practice 41

  42. Good practice: Mediated self-monitoring Embed early signs of wellbeing concerns and encourage self- monitoring through third-person scenarios that challenge pupils to articulate their knowledge. This is emotionally safer than roleplay and avoids pupils oversharing or being singled out. How does someone know when they are well? What do people notice when their wellbeing isn t right? How would someone know if their wellbeing changed? How do people behave when they are not well? When might someone need support from others? Who might be able to give support? Good practice 42

  43. Good practice: Share further information Make sure pupils know the key people they can speak to at school, and that if they want to, they can speak to any teacher. You could also make information about support organisations available in the classroom and school spaces. For example: Childline - where children can get in touch on 0800 1111 Young Minds - crisis helpline GP and other health professionals In an emergency or crisis pupils should also know they can contact the Samaritans or call 999. Good practice 43

  44. Activities and templates for trainers 44

  45. About these activities and templates Subject leads can use the following templates and training activities to plan training on teaching the new curriculum topics. You can: add information to slides - e.g. about your school provision move slides - e.g. Rate your confidence (before training) - to the point in the presentation where you want to carry out that activity delete slides if you are not covering those curriculum requirements at this time 45

  46. Training activity: Rate your confidence 46

  47. Rate your confidence (trainer notes) Ask your colleagues to rate confidence before and after topic training using the slides in this deck. Before training Ask teachers to think about where they currently fit on the scale. After training Ask teachers to rate their confidence again and talk about changes. You might want to repeat this activity at later check ins. If teachers still rate confidence as low, discuss ways you can develop their subject knowledge, offer peer support etc. 47

  48. Rate your confidence (before training) How do you feel about teaching this topic? Not Very confident confident at all 1 2 3 4 5 6 7 8 9 10 48

  49. Rate your confidence (after training) How do you feel now? What support/information could help? Not Very confident confident at all 1 2 3 4 5 6 7 8 9 10 49

  50. Our school templates 50

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