1. This PowerPoint presentation is part of a suite of initiatives produced through Mind Matters Plus. It is meant to be used in conjunction with supporting material.

2. What helps students in mental health & wellbeing connect to school?
Perspectives from students & staff in the context of MindMatters
This PowerPoint presentation is designed to provide information on learnings about connection to school for students with support needs in mental health and wellbeing gathered within the MindMatters Plus demonstration.
The two sources of information are:
a review of the literature (in a range of mediums) to identify relevant views of young people about engagement with school
a study in which 12 staff were interviewed.
The Presentation is designed to inform staff and stimulate discussion.
The ‘Using this package’ information and Reflection on Connection Discussion Sheet will assist in planning.

3. Section A: Introduction to new learnings from MindMatters Plus
What helps students with support
needs in mental health & wellbeing
connect to school?
Section A of this presentation provides an overview and introduction to the results of the two studies on student connection.
(Section B reports on a study of student voices
Section C reports on a study where staff were interviewed
Section D looks at the school implications for school practice of these 2 studies)

4. MindMatters Plus www.agca.com.au
Aimed to build upon the capacity of schools to improve outcomes in mental health and wellbeing
17 demonstration schools

5. MindMatters Plus www.agca.com.au
Learnings to strengthen MindMatters resources & professional development from the perspective of students with support needs in mental health and wellbeing

6. What do we need from schools?
We need precision with individual students with additional and specific needs
We need to be able to guide all young people and adults in the decisions they make, specifically encourage a sense of optimism in the future and faith in themselves – autonomy (Assoc Prof L Rowling 2005)
This statement formed part of Professor Rowling’s key note address at the National AGCA Conference in Adelaide 2005 titled
Young people, mental health and wellbeing: now and into the future.

7. Connection to school www.agca.com.au
An established protective factor for health & education for young people
Likely to be more significant for students with support needs

8. Reflecting on connecting www.agca.com.au
MindMatters Plus - an opportunity to learn
more about connection to school:
What can students with high mental health support needs tell us?
How do staff members see it & what do they do?

9. Section B: Perspectives from students What helps students with support
needs in mental health & wellbeing
connect to school?
Section B reports on a summary of research into how students see engagement with school.
(Section A of this presentation provides an overview and introduction to the results of the two studies on student connection.
Section C reports on a study where staff were interviewed
Section D looks at the school implications for school practice of these 2 studies)

10. Study 1: Student voices about school engagement www.agca.com.au
We could not locate any authoritative study that has specifically sought and reported the voices of young people with high support needs in mental health about engagement with school. Holdsworth and Blanchard 2005
Therefore titled Unheard Voices
A report on this study is available on
A copy of the tip sheet Unheard Voices: Student Tips for Schools is also included in this package.

11. Messages from young people strong relationships 1. Build & maintain
“I only look forward to seeing my mates really.”
1. Build & maintain
strong relationships
“We gave the teacher respect from the start because he respected & understood us too.”

12. Messages from young people strong relationships
“I was lucky to have a great school
counsellor at my school. She helped me organise meetings with my teachers about my situation, got me involved in a support group & helped me find information on my illness.”
1. Build & maintain
strong relationships

13. Messages from young people
2. Be informed: Mental health literacy helps students with problems, staff & peers

14. Messages from young people 2. www.agca.com.au
“We needed more people knowing what it was, noticing the signs & making you more aware of this kind of illness because I didn’t know anything about it. I just thought it was normal. If people could recognise the symptoms a bit then it could stop before it gets worse.”

15. Messages from young people
2. Be informed: Mental health literacy helps students with problems, staff & peers
“Sometimes the teachers expect me to be able to concentrate when at times it’s difficult.”

16. Messages from young people
3. Understand the importance of teaching & learning to students
“It doesn’t need to be fun all the time, not fun, just worthwhile.”
“She helps you with your ideas. She helps you make your ideas matter if that makes sense …”

17. Messages from young people
3. Understand the importance of teaching & learning to students
“If you’re enjoying something you’re doing, then maybe you’ll be more eager to do it more.”

18. Messages from young people 4. Avoid stigma www.agca.com.au
“I think it’s good that most teachers here
recognise everyone’s originality & personality…
So we’re not all put in together.”
4. Avoid stigma

19. Messages from young people 4. Avoid stigma www.agca.com.au
“Schools need to be vigilant in addressing all forms of bullying to prevent feelings of inadequacy that are manifested in problems such as eating disorders.”
4. Avoid stigma

20. Messages from young people
“I wanted everyone to stop organising my life for me.”
5. Involve students strongly in decision making & give them control
“It’s nice to have a teacher who trusts you to do something on your own.”

21. Messages from young people
“The school is helpful by making sure I’m OK with everything at school.”
5. Involve students strongly in decision making & give them control
“Be sensitive to my needs as an individual. Treat me fairly – my needs may be different to others.”

22. Messages from young people 6. Understand the whole person
“Last week I got chucked out of my house, but the SWC was able to find me somewhere to go for the time being. I got a bit behind with my work, but the teachers have been pretty good about it, until I get things sorted out.”
6. Understand the whole person

23. Messages from young people 6. Understand the whole person
“It’s good when they know what you’re having to deal with at home – what happens before you get to school each day.”
6. Understand the whole person

24. Messages from young people
“Facilities are one of the most important things. If facilities are working and clean it makes you feel comfortable & it is easier to learn.”
7. Consider the quality of the school facilities & resources

25. Messages from young people 7. www.agca.com.au
“The flexibility of this school makes a real difference. I have a young child, so the teachers don’t mind if I miss assembly or have to take time off if she is sick. It’s hard to find a school that doesn’t have a uniform & recognises that I have been out of school for a few years. It was really necessary for me to come back to complete Year 12.”

26. Section C: Perspective from Staff What helps students with support
needs in mental health & wellbeing
connect to school?
Section C reports on a study where staff were interviewed
(Section A of this presentation provides an overview and introduction to the results of the two studies on student connection.
Section B reports on a summary of research into how students see engagement with school.
Section D looks at the school implications for school practice of these 2 studies)

27. Study 2: Staff interviews about ‘connection to school’ www.agca.com.au
12 staff from four MM+ demonstrations schools:
What is connection to school?
What about connection for students with support needs in mental health?
What do you do to help students connect to school?
Full details of this study can be found in:
Australian Journal of Guidance and Counselling Vol x 2006.
  Staff Voices: What helps students with high support needs in mental health connect to school? S Anderson, H Kerr-Roubicek and L Rowling
An information sheet on the study with the same title is included in this package.

28. What is ‘connection to school’? www.agca.com.au
Dynamic process influenced by factors within the individual, the school & the family
Important in the stabilisation of students experiencing problems

29. What is ‘connection to school’? www.agca.com.au
Often more complex for students with support needs
Social connection through 1:1 relationships between the student & a peer or staff member is very important

30. Staff beliefs
Connection is the basis for engagement in further activities & learning

31. Staff beliefs www.agca.com.au
“…the importance of relationships – that is the cement that keeps this place going... The actual relationship is the outcome which is under recognised I reckon.” Ken

32. Staff beliefs for ALL students & staff www.agca.com.au Shared belief:
A positive welcoming school community where there is mutual respect & care between people, is a platform for connection
for ALL students & staff

33. Staff beliefs www.agca.com.au
“It works because people work together & support each other. Part of being a community… is that everyone has a say & everyone is equal. So even though we have a Principal & a DP, & they are there for disciplinary reasons if we need them, actually very rarely we need them because… everyone bands together & sorts it out.” Sandy

34. Staff beliefs www.agca.com.au
the identity of school
the physical place
a place for personal & social relationships
a place to contribute, learn & be recognised
a caring safe place
Students connect with different aspects of school

35. Elements of the positive, welcoming school community www.agca.com.au
Strong leadership
Diverse staff work well as a team & are supported
The climate & curriculum in the school is open & responsive to the real lives & aspirations of students

36. Elements of the positive, welcoming school community www.agca.com.au
Safety is the bottom line for everybody
Pastoral care makes sure everyone is known
There are many opportunities to shine & develop identity
There is a valuing of relationship building, including through a range of informal activities

37. “Reach out to your students with high mental health support needs”
Making
‘people connections’ is a key
Involve particular staff in the specific task of reaching out to students with high mental health support needs
Nurture strong collegial support amongst these staff
“Reach out to your students with high mental health support needs”

38. Making ‘people connections’ is a key www.agca.com.au
Provide multiple points of contact for students with high mental health support needs
Actively seek to build bridges for individuals from first meeting

39. Making ‘people connections’ is a key www.agca.com.au Share these tips
Search for a hook
Close the distance between staff & students
Help kids feel normal
Add extra structure to help the students succeed
Share these tips

40. Making ‘people connections’ is a key www.agca.com.au Share these tips
Promote a sense that school can be like a home & family in some ways
Be upfront about confidentiality
Be prepared to persist
Share these tips

41. Section D: Implications of student and staff views for school practice
What helps students with support
needs in mental health & wellbeing
connect to school?
Section D looks at the school implications for school practice of these two studies
(Section A of this presentation provides an overview and introduction to the results of the two studies on student connection.
Section B reports on a summary of research into how students see engagement with school.
Section C reports on a study where staff were interviewed)

42. Students and Staff agree
A positive, welcoming school community is a great platform
Caring, mutually respectful relationships across the school are important for connection to school

43. Students and Staff agree
One positive relationship is a great start
Connection (for students & staff) is dependent on feeling safe and valued

44. Students and Staff agree
The whole lives of students experiencing problems are particularly relevant to their experience of school

45. Students and Staff agree
Improving mental health literacy amongst staff & peers helps students & staff
Relevant curriculum is important & needs to be assessed appropriately

46. Students placed more stress on these
Decision making & control for themselves at school
Avoiding stigma
Confidentiality
Test:
How well does this school affirm diversity every day & deal with bullying, harassment & violence?

47. Some implications www.agca.com.au
Likely benefits in a particular focus on helping students with support needs in mental health to connect to school

48. Some implications www.agca.com.au
An effective pastoral care system for everyone frees the resources needed for specific support staff to focus their time & effort on students who need it

49. Students value Realistic expectations about rules and requirements
More chance to choose their staff mentors & advisors
Approaches where students are supporting students
Realistic expectations about rules and requirements
Opportunities to learn with their friends

50. Students value www.agca.com.au
Being consulted & sharing in decision making about their learning & the nature & timing of support
Having someone who knows what’s going on for them
Clean facilities

51. What did we learn about helping students connect?
A school can build its capacity to help students with support needs to connect to school
Helps learning, mental health and wellbeing
Promotes health and wellbeing for students and staff

52. Last words www.agca.com.au
“A boy has been sent home today & comes back tomorrow for a hearing to sort it out but it will be a new day - teachers don’t hold grudges…kids comment on it all the time…it is a new day, a new start…it is very important.” Sandy

53. Last words www.agca.com.au
“When you’ve got five people beside you smiling, the one that’s not smiling is going to have to think ‘what’s going on’ & that’s when we invite them on board. Enthusiasm becomes contagious.” Liam

54. Last words www.agca.com.au
“When students are connected – the main thing is a caring environment…It’s the kids listening to each other, the teachers listening to the kids & acting on the issues & calling …the small issues before they become big issues.” Ken