1. Teaching about and promoting mental and emotional wellbeing through PSHE education
Slide 1
Sonia Cross
Healthy Schools Team
School Improvement Liverpool

2. Mental Health on a Continuum
Resilient
Vulnerable
Facilitator Notes for Slide 21
Introduce the idea of mental health upon a continuum and facilitate a discussion around recovery and the fact that it is possible to have good mental and emotional wellbeing despite having a diagnosis of a mental health disorder.
The emphasis is on the fact that we all have mental health challenges and various things affect our equilibrium. At any time in our lives we may be moving along the continuum.
Activity Linked to Slide 21
Participants are asked to consider events and occurrences that would move them along the continuum.
The facilitator should make some suggestions such as bereavement pushing a person along towards the vulnerable end and winning the lottery placing you at the resilient end, or not?
Additional factors should be introduced and considered such as being made redundant, being bullied, achieving success in exams, feeling safe and secure and having someone to talk to who you can trust.

3. MH & EW in PSHE education
Prevention through developing protective factors
Harm reduction
Enabling help-seeking & disclosures
Reducing stigma
Safeguarding
What is
PSHE’s role?

4. Protective factors that PSHE can develop?
Communication skills
Problem-solving skills
Healthy coping strategies
The knowledge, skills and confidence to seek help
The ability to recognise, name, describe and understand a range of emotions
The ability to manage difficult emotions in a healthy way
Positive self-esteem and appreciation of difference and uniqueness
Experience of, and ability to manage, failure
Growth mind-set can develop both academic and emotional resilience
Prevention through developing protective factors

5. Factors impacting on the wellbeing and emotional health of young people
Fear of failure
Bullying
Body image
The online environment
Sexual pressures
Employment prospects
Family relationships/difficulties
Peer relationship difficulties
Trauma
Being exposed to unhealthy coping mechanisms in other pupils or the media
Difficult times of the year , such as anniversaries
Trouble in school or with the police
Exam pressure
Transition to a new school
Illness in the family
Vulnerable groups

6. Classroom ground rules
Keys to teaching about mental health and emotional wellbeing
Classroom ground rules
Implementing safeguards to ensure the wellbeing of vulnerable pupils
Signposting support
Informing staff and parents
Preparing or withdrawing vulnerable pupils
Starting where the pupils are
Grounding teaching in ‘real life’ contexts
Distancing the learning
Reflection and assessment
Teaching in a non judgemental way
Ensuring you as the teacher get the right support

7. Summary Five Steps Prepare Protect Educate rather than instruct
Distance
Support
Be familiar with school policy in case a child causes concern or makes a disclosure. Warn teaching, nonteaching and pastoral colleagues (and parents where appropriate . Discuss pupils known to be vulnerable with relevant staff to ensure support before and after . Have a plan for supporting in case of distress Ensure ground rules are negotiated and revisted frequently Always include the right to passand no personal stories

8. Prepare
Be familiar with school policy in case a child causes concern or makes a disclosure
Warn colleagues both teaching, non teaching, pastoral colleagues (and parents where appropriate)
Have a plan for supporting in case of distress
Ensure ground rules are negotiated and revisited frequently
Always include the right to pass and no personal stories
Be familiar with school policy in case a child causes concern or makes disclosure. Warn colleagues and parents where appropriate .Discuss pippupils known to be vulnerable before and after. Have a plan for supporting in cases of distress. Ensure ground rules are negotiated and revisited

9. Supporting pupils known to be vulnerable
Discuss content of lesson with them beforehand
Possibility of withdrawal or ‘exit plan’(consider how to follow up the missed lesson)

10. Educate rather than instruct
Review all lesson content to ensure it does not provide a how to guide for inspiration for vulnerable pupils

11. Distance Keeps pupils safe
Allows them to explore the subject objectively
Avoids embarrassing or re-traumatising them
Imagine someone of about your age who lives near you and goes to a school just like ours …
Stories/scenarios/case studies
Dialogue
Video clips
Puppets
Photos
Diary extract
Problem page
Review all content for any similarities to pupils in your class, name appearance, story

12. Support
School
Local
National
Helplines
Online

13. A Helping Hand …

14. Five Ways to Wellbeing Connect Be active Take notice Keep learning
Give (
Classroom display
The best way of assessing someone's psychological wellbeing is to ask them how they feel. (Thompson, 2006)
Facilitator Notes for Slide 29
As groups may find it difficult talking about mental health problems it is a nice idea to end on a positive note.
Introduce the New Economics Foundation Five Ways to Wellbeing found on a handout at the end of this section.
Activity Linked to Slide 29
Ask the group to discuss how they connect, give, are active, keep learning, take notice and share with each other. A handout can be found at the end of this section.

15. Fill the bucket with your worries, keep all of your coping strategies in your treasure chest.

16. Coping Strategies for Reducing Stress and Increasing Resilience

17. Activities KS3 and KS4 Coping with pressure Exam stress
Five Ways to Well Being
Identifying strengths

18. Coping with exam stress
Two students are studying for an exam and both fear failure.
Student A copes by working harder, asking for help and letting off steam by
playing tennis with friends.
Student B copes by avoiding work , denying that they are worried and letting
off steam by drinking with friends.
Consider what the outcomes of these different coping strategies might be.(5mins)
Which method is likely to have the more positive outcome?

19. Everyone experiences some kind of stress over exams.
Stress can be good for us as it heightens our performance
level, but too much is not good for our health, so it is
Important to look at how to manage stress .
Complete coping planner.
Try different ways of managing your stress.
Look at 5 areas of well being . Balance is the key.
Are they doing something in each of the five areas?
Could use it as homework. Report back what they did
and how it felt.

20. Useful websites for resources

21. An apple a day keeps the doctor away …

22. Thank –you