1. Year 10 – Being the same and being different
I understand the link between discrimination and mental health and can offer support
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I understand diversity in mental health and disability.
I understand and can identify discrimination in mental health and disability
I can create a sentence or a series of sentences I could use to help a fellow student who is being bullied or teased because of their mental health or physical disability 2

3. 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

4. What do we already know? Quiz…
Is drug or alcohol addiction considered a disability under the Equalities Act?
A school decides it can’t take a disabled pupil (who is in a wheelchair) on a school geography field trip? Is this unlawful or not?
What % of young people may have a mental health problem? 1%, 10%, 25%?
In a recent study in Australia, what % of males would NOT seek help for emotional problems? 39%, 49%, 59%?
Is cancer considered a disability in relation to the Equalities Act 2010?
Facilitate discussion and opinion. 4

5. What do we already know? Answers…
NO. – unless this has caused secondary conditions (such as liver damage or depression) these may be counted.
DEPENDS. Schools cannot discriminate against pupils on the grounds of disability and must provide all reasonable adjustments to provide the same opportunities to all pupils. However a school could justify excluding a disabled pupil in this scenario if they feel that their safety cannot be reasonably safeguarded.
10%
39%. A respondent commented “A young person would be too scared to actually go address it because it puts a label on you and it’s not a label that you want to be associated with.”
YES. Cancer is treated as a disability under the Equality act as it is a progressive illness.
Facilitate discussion and opinion. 5

6. Exploring mental health stigma
Commonly held assumptions (particularly amongst young people) are likely to include: ‘attention seeking behaviour’, labelling individuals eg: ‘Emo’ or being violent or aggressive. Invite feedback / opinions on the quote included.
Watch the video clip
© Time to Change, All Rights Reserved 6

7. Exploring mental health stigma
In small groups discuss
Quote:
“When I first found out that I had some mental health problems I told a few of my close friends and somehow it all got out round my year at school. I was only about 15 at the time. Half the people sort of turned round and said ‘oh she’s lying to get attention, she doesn’t seem mentally ill’, and the other half of the people just turned round and said ‘well she’s too dangerous to be in school, we can’t talk to her’. So either way I was quite alienated.”
(Time to Change Young People’s Panel member)
What is the stereotype being portrayed at the start of the film?
From your earlier discussions pick out one mental health condition and come up with negative stereotypes or assumptions that you might feel are commonplace.
What do you think the impact of this prejudice might be on individuals?
Commonly held assumptions (particularly amongst young people) are likely to include: ‘attention seeking behaviour’, labelling individuals eg: ‘Emo’ or being violent or aggressive. Invite feedback / opinions on the quote included. 7

8. Exploring disability prejudice
Provide opportunity to feed back to the group.
Watch the video clip
© Mencap, 2016 8

9. Exploring disability prejudice
What were your reactions to the words being spoken in the clip and how do you feel about how the recording was used?
In small groups discuss
What is the common perception of people with learning disabilities?
Provide opportunity to feed back to the group. 9

10. Supporting others: 1
Here are two examples from the Time for Life campaign ask learners in in groups make your own
© Time to Change. All Rights reserved 10

11. Supporting others: 1 (cont.)
Here are two examples from the Time for Life campaign, ask learners in groups to make their own
© Time to Change. All Rights reserved 11

12. Supporting others: 2
Using the resources you have developed or the Time to Change resources, practice offering fellow learners support around mental and physical health.
Provide opportunity to feed back to the group. 12

13. Indirect discrimination
Definition: discrete discrimination where a policy, rule or procedure applied to everyone in a certain area may disadvantage a few individuals.
Can you think of any ways this lesson today (including the tasks, activities and presentation) could be discriminatory?
Think about certain conditions (either physical or mental) that may have made participation more difficult?
Could reasonable adjustments be made to accommodate these? (or perhaps they have!)
Whole class discussion: consider that visually impaired individuals would not be able to view clips. Anyone with a speech or language difficulty may also be disadvantaged (eg. Stuttering, not being able to speak / understand English) 13

14. How has our learning progressed?
Name one thing that you have learned or may have altered your view today.
Share this with a partner and / or to the group
This can be written down privately and ask for volunteers to share their learning with the group. 14

15. Taking the learning away
To have a look at some of the websites and online campaigns that challenge discrimination.
This activity can be undertaken within the lesson or at home, but should be private and only shared if individuals wish to. 15

16. Want to know more or get help?
im-a-young-person
get-support
Contact:
Call, or go online 16