Year 11 – Being the same and being different I am clear about and value my own identity and the different identities of others © Leeds South and East CCG

Learning outcomes Knowledge Skills I understand and value my own identity and the different identities of others. I can recognise anti- discriminatory practices and behaviour and how they link to mental health. I understand how I contribute to the groups and communities I belong to I can use appropriate vocabulary, such as ‘In my opinion’….to talk about lesson topics in a discussion and ask others for their opinion 2

How we will work together Can you remember the group agreement we have already talked about, let’s take a minute to think about them. Teacher notes Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

What do we already know? What is discrimination? Identify an aspect of your identity that could lead to discrimination How and why does discrimination link to mental health? This can be done as a whole class discussion. The following slide will present a brief overview. For the third question encourage pupils to consider how school rules affect individuals with certain characteristics e.g.: does your school have a policy on whether girls can wear trousers? How about in wider society? Is France’s burka ban discrimination on religious and cultural grounds or a stand against oppression? Do pupils feel that 16/17 year olds should get to vote and is this discrimination on the grounds of age? 4

What do we already know? Discrimination definition: the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex (Oxford dictionaries) Eg: offering immigrants lower wages than non-immigrants for the same job. The characteristics protected under the Equality Act 2010 include: age disability gender reassignment marriage or civil partnership (in employment only) pregnancy and maternity race religion or belief sex sexual orientation 5

Equality Act and Mental Health A mental health condition is considered a disability if it has a long-term effect on your normal day-to-day activity. This is defined under the Equality Act 2010 A condition is ‘long term’ if it lasts, or is likely to last, 12 months ‘Normal day-to-day activity’ is defined as something you do regularly in a normal day. For example - using a computer, working set times or interacting with people 6

Let’s get started Watch the video clip Source: YouTube: arattauna https://www.youtube.com/watch?v=1PuNxvdfhz8 As time is probably limited; encourage pupils to concentrate on just 2 or 3 key aspects / events / influences. Watch the video clip Source: YouTube: arattauna 7

Let’s get started Consider… Imagine you are now the focus for this orange advert and write or discuss a brief overview for the what you would include. Share this with a partner. Consider… What would you like people to know about you? What aspects do you feel make up your identity? Who do you feel has played a part in shaping your identity so far in your life? What events in your life do you feel have shaped your identity? As time is probably limited; encourage pupils to concentrate on just 2 or 3 key aspects / events / influences. 8

Facing prejudice In pairs or small groups discuss Thinking about the key events in your life, have you ever faced prejudiced attitudes or bullying? If not, is there a time when you can recall this happening to others around you? In pairs or small groups discuss Why you think this happened What you might say or do yourself How you might challenge, support or advise someone else Provide opportunity for volunteers to feedback opinions and thoughts. 9

Society and mental health We know that people with mental health problems are amongst the least likely of any group with a long- term health condition or disability to: find work  be in a steady, long-term relationship  live in decent housing   be socially included in mainstream society This is because society in general has stereotyped views about mental illness and how it affects people. Many people believe that people with mental ill health are violent and dangerous, when in fact they are more at risk of being attacked or harming themselves than harming other people. Stigma and discrimination can also worsen someone's mental health problems, and delay or impede their getting help and treatment, and their recovery. Social isolation, poor housing, unemployment and poverty are all linked to mental ill health. So stigma and discrimination can trap people in a cycle of illness. 10

Belonging and connectedness improves mental health These next activities can be written down privately and ask for volunteers to share their learning with the group. 11

Who are we? Creating a ‘society’ board Write any social group to which you belong on a post-it note and stick onto one large board. This reflects the diversity of belonging that exists within your group. How does this ‘belonging’ impact on your sense of identity? Looking at the board, what are your thoughts and opinions about the society you live in and the diversity you see around you? Are there any groups you would you feel excluded from? Why? What social or community groups do you belong to? eg: religious group, sports groups / clubs, working groups (eg: young farmers), family groups, school, country, county, village, political allegiances) Provide opportunity for volunteers to feedback opinions and thoughts. 12

Future citizens How you impact / shape / support society? Some examples: You help out on open days to promote and support the school community Your family might run a local business in which you help out You are the person in your family that always walks the dog. Share your thoughts with a partner and help each other to identify ways in which they support the communities they belong to From the groups and communities you have identified pick out one and think about the ways in which you contribute to either now or in the future. Provide opportunities for volunteers to feedback to the group. 13

How has our learning progressed? On a scale of 1-10 how confident do you feel to express your identity? This can be written down privately and ask for volunteers to share their learning with the group. 14

Taking the learning away To notice and develop awareness of how prejudice and discrimination may happen across all areas of life. Eg: Have you noticed any stereotyped views or discrimination from adults in your life? 15

Want to know more or get help? www.mindmate.org.uk/ im-a-young-person www.childline.org.uk/ get-support Contact: Call, email or go online 16