Pilot Project

Let’s Talk About

Mental Health

Healthier Together | Simon Says

 Let’s Learn About Mental Health

Lesson 4
Let’s Learn About: Self-Harm

• Dealing with difficult feelings

• Super Strategies
• Act as if…
Contents
Lesson 5
Let’s Learn About: Bereavement
Introduction
• Capacity of grief
•Background and national context • Memory Jar
•Development of the project • Supporting our friends
•How to use this resource
Lesson 6
Lesson 1 Let’s Learn About Mental Health:
Let’s Learn About: Mental Health What Have You Learnt?

• Mental Health Questionnaire • Blob tree

• Small and big feelings • How to ask for help
• How to be a good listener • Mental Health Questionnaire

Lesson 2 Additional teaching support

Let’s Learn About: Anxiety
• Cross – Curricular Links
• Identifying different feelings • Information and support links
• Guidance on how to respond
• Stress Bucket
• Soothing Strategies
Acknowledgements
Lesson 3
Let’s Learn About: Depression

• Sad or depressed?
• Rollercoaster Story (CBT)
• Thought detectives

2 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Introduction
Development of the project
Background and
‘Let’s Learn About Mental Health’ aims
National context to:

 tackle the myths that surround

mental health issues
Mental Health issues among children  reduce the stigma associated
and young people are a significant with it
and growing public health problem.
 reduce the barriers to help
seeking by raising awareness of
sources of support and
10% of children and young people
 promote a supportive and
(aged 5-16 years) have a clinically
diagnosable mental health problem, understanding community in
yet 70% of children and adolescents schools and the wider
who experience mental health community.
problems have not had appropriate
Let’s Learn About Mental Health has
interventions at a sufficiently early age
been developed to take account of;
(Children’s Society, 2008).
the Government green paper
‘Transforming children and young
However those in closest contact with people’s mental health provision’ and
young people often have limited the current PSHE curriculum.
knowledge and do not feel confident
in how to support them with mental ‘Let’s Learn About Mental Health’ draws
health issues or bereavement, which on the approach and excellent work
results in a poor response when a carried out by Simon Says in schools using
young person finally finds the
the ‘train the trainer’ model, supporting
courage to tell someone they need
bereaved children and families across
help.
Hampshire.

The aim of Healthier Together and Mental health issues or bereavement can
Simon Says aim is to enable teachers to affect anyone at any time. Young people
deliver a preventative school based are at greatest risk of mental health issues
program and provide access to around the age of 12-14, when they are
appropriate support and services. likely to be experiencing and dealing
with new feelings for the first time. ‘Let’s
It is also recommended that teachers Learn About Mental Health’ is aimed at
and other practitioners should be Year 3 and 4 pupils and above to help
equipped with the knowledge, skills them develop the knowledge, resilience
and training to enable them to talk and strategies to prevent and manage
openly about mental health issues and difficult feelings they may experience.
bereavement to children as a Which will help to protect their lifelong
prevention and early intervention mental health.
strategy and continue to develop
positive mental health and well-being
across the whole-school and wider
school community.

3 Healthier Together | Simon Says

 Let’s Learn About Mental Health

How to use the project

‘Let’s Learn About Mental Health’ is a

resource pack for teachers and other
practitioners working with children in
The 10 OKs
Years 3 and 4. It comprises of six lesson
plans designed to improve pupils
Each lesson starts with ‘The 10 Oks’,
understanding of mental health, anxiety, the rules that pupils are required to
depression, self-harm and bereavement. follow throughout the program,
Pupils will learn how to: both inside and outside of the
classroom.
 recognise issues
 preventative steps to take
 strategies to manage the ‘big The aim is to create a safe
feelings’ environment for an open discussion,
 the importance of talking about it to empower pupils and to give them
 how and where to seek confidence to raise any concerns,
either as part of the group or at a
appropriate support.
later stage with someone they trust.
Each lesson builds on the previous
one. To achieve the best results they
should be delivered in the correct The project provides an examples which can
order over a six-week period. be adapted to suit the needs of the children
you are working with.

The lesson plans and resources for each

lesson are provided in print and PDF
format. To support the delivery of the
content, each lesson comes with a
PowerPoint presentation for engaging
pupils.

The project has been developed in

partnership with mental health and
education professionals. It includes
additional teaching support and further
information in the form of sign-posting to
external resources and advice services,
references, PSHE Objectives and Cross-
Curriculum links

4 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Lesson 1
Let’s Talk About Mental Health

Resources
The 10 Oks Poster Learning Objectives
Print large and put up in classroom WALT:
 Understand what mental health and
Mental Health Video
https://www.youtube.com/watch?v=n
well-being is
Crjevx3-Js ● Know the difference between a small,
everyday feelings and a big feeling.
Feelings Worksheet ● How to get the help we need
Photocopy one per pupil ● How to be a good listener
Small Feelings Picture Map
Photocopy one per pupil The 10 Oks:
(2 minutes)
Sentence Starters Activity Sheet
Photocopy one per pair
Set the ground rules for the
Listening Line Cards discussion to create a safe and
Photocopy one per 5 pupils open environment:
Good Listener Worksheet Over the next couple of weeks we will
Photocopy one per pair be learning about mental health,
mental health issues and
bereavement. These can be tricky for
some people. During these lessons
you are expected to be supportive
and respectful of others.
If what we learn about makes you feel
worried you should feel free to
approach a teacher, mental health
Key Skills lead or any member of staff you feel
• Managing information comfortable talking to if you need
• Thinking, problem-solving and help or advice. After every lesson
decision-making information will be available and
• Being creative poster will be around school to support
• Working with others you.
• Self-management The 10 OK rules can need to be
• Language and interacting negotiated, agreed upon and shared
so all pupils understand them and feels
safe.
5 Healthier Together | Simon Says
 Let’s Learn About Mental Health

Use the Feelings Worksheet to think

about a recent small feeling you have
Teaching Input had. You can describe it in words or
pictures.
(3 minutes)
Demonstrate the activity. Write some
Today we are going to talk about our examples on the board for the children
mental health. Ask the children “What to use. Remind children of the coping
does mental health?” ask for ideas. strategies seen in the animation (e.g.
Give definition to the class: Mental having a bath, writing things down). The
Health is about our feelings, our children might like to use the small
thinking, our emotions and our moods feelings picture map to help them if they
– things you cannot really see, but are unsure about identifying a recent
that affect our lives in lots of ways. It’s small feeling.
different to our physical health as we
can’t always see it in the same way Talking (5 minutes)
that we can see a broken arm or
Resume playing earlier video
chicken pox. Share the learning (https://www.youtube.com/watch?v=nC
objectives. rjevx3-Js) (02:50 - 03:31).

Mental Health (5 minutes) After clip ask class: Sometimes our

feelings get too big for us to manage on
Play YouTube clip (0:00 – 02:50). our own. What can we do when our
feelings become too much/get too big?
After the YouTube clip start a discussion:

 Ask class what they noticed in the Activity 2: Sentence Starters

animation. Recap key points. (5 minutes)
 Clarify ‘small everyday feelings’. Are
Use the Sentence Starters Worksheet (cut
there any other examples that the
up and give out). In pairs, role play
class can give?
talking to someone about a problem or a
 Clarify that these feelings change
worry. One person to use the sentence
according to what is happening in
starter to help them begin the
our day.
conversation. Ask the children to talk
 Any other examples of things people
about a safe subject or give them
do to cope with ‘small everyday
imagined scenarios, for example, “I am
feelings’?
worried that I can’t do my homework”, “I
am worried that my friend doesn’t like
me anymore, “I am worried about…”
Activity 1: Feelings
Worksheet (10 minutes) Listening (3 minutes)
This activity aims to encourage the Who we talk to and when we decide to
children to think about small everyday talk will be different for everyone. Let’s
feelings and to identify a recent small see what Jay will do.
Resume playing video
feeling they have had and how they
(https://www.youtube.com/watch?v=nC
experienced it. This could be a positive rjevx3-Js) (03:31 – end)
or negative small feeling.

6 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Activity 3: Listening Lines

(10 minutes)
Jay needs someone to listen to her. How
can we be good listeners when people Closure (5 minutes)
want to tell us about how they are
feeling? ‘Affirmation chairs’- sit on chairs in a
circle with 1 empty chair. Children take
Listening line activity: turns in offering the empty chair next to
• Stand in two lines, with children facing them to a peer and give them a
a partner. positive affirmation until everyone has
• Using the cards, ask children to act out been offered a seat. For example: “You
the instruction on the cards for 30 are a good friend because you smile at
seconds at a time. me when you see me”
• Debrief after each one – How did it
feel? Were you being listened to? What
was the other person doing that Put LET’S TALK ABOUT MENTAL
stopped them from being a good
listener? HEALTH poster on display
• Using this information, draw or write
down the rules of being a good listener
using the good listener worksheet.

Further
Plenary (5 minutes)
Activities & Useful Apps
1. What happened for Jay in the end?
Hands up. Smiling Mind is designed to
help young people with
2. Recap key messages of the the pressure, stress, and
animation: “If your feelings are challenges of daily life.
getting too big to cope with on your
own, talking to someone you trust
might really help” Dreamy Kid has meditation,
guided visualization and
3. Recap what we have learnt today affirmations for children &
about the following: teens that teach mindfulness

 What have you learnt about mental

health?
 How did you feel talking about
mental health and your feelings?
 What did you find difficult?
 What did you find interesting?

7 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

1.2 Feelings Worksheet

Think of a feeling you’ve had recently. What was it?

When was the last time you had that feeling?

Why did you have that feeling?

If it was a small feeling that was bothering you, what did you do to help?
1.3 Feelings Worksheet

Sad Worried Confused Excited

Proud Silly Angry Happy

1.4 Sentence Starters Activity Sheet

Please help me, I’m really struggling

I’ve been having a really hard time lately

I’ve got something to say

Do you have time to speak about something?

I have something important I want to speak to you about?

1.5 Listening Line Cards: Speaker and Listener

Speaker: Speaker:

Tell them something that Tell them something that

you feel sad about you are excited about

Speaker: Speaker:

Tell them something that Tell them what you did last
makes you angry weekend

Speaker: Speaker:

Tell them something Tell them what your

worrying favourite subject is and why

Listener: Listener:

Yawn, look tired and look at Laugh

your watch

Listener: Listener:

Don’t look at them. Act Keep interrupting them and

bored. talking about yourself

Listener: Listener:

Over-react, as if they have Gaze out of the window

told you the most shocking
thing you have ever heard
1.6 Good Listener Worksheet

How to be a
good listener
Write or draw your top tips for being a good listener. You may like
to start your sentences with ‘Do’ and ‘Don’t’

Example: Do give the person your full attention.

 Let’s Learn About Mental Health

Lesson 2
Let’s Talk About Anxiety

Resources
The 10 Oks Poster Learning Objectives
Print large and put up in classroom WALT:
Anxiety Video Clip ● To recognise a range of feelings
https://www.youtube.com/watch?v=Egj ● To recognise feelings of anxiety in
212mvYco myself and others
● To know how to prevent feeling
Feelings Faces overwhelmed by anxiety
One set per class ● To use coping strategies to manage
Emotion Labels anxiety
One set per class

Large Paper and Writing Equipment

The 10 Oks:
(2 minutes)
Stress Bucket
Photocopy one per pupil
Set the ground rules for the
54321 Mindfulness poster discussion to create a safe and
Photocopy one large
open environment:
Beads and pipe cleaners
Today we are learning about anxiety.
Positive Mantra Starters This topic can be tricky for some
One per table people. During these lessons you are
expected to be supportive and
respectful of others.

If what we learn about makes you feel

worried you should feel free to
approach a teacher, mental health
lead or any member of staff you feel
comfortable talking to if you need
Key Skills help or advice. After every lesson
• Managing information information will be available and a
• Thinking, problem-solving and poster will be around school to support
decision-making you.
• Being creative The 10 OK rules can need to be
• Working with others negotiated, agreed upon and shared
• Self-management so all pupils understand them and feels
• Language and interacting
safe.

8 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Teaching Input A Body of Feelings

(5 minutes) (10 minutes)

It is important to talk about the ‘big Everybody has fears from time to time.
Fear can even be good for you
feelings’ we have because our
sometimes and even help you stay
mental health is big part of our healthy. Fear of getting too close to a
physical health and well-being. Find fire may save you from a bad burn
out what children already know and and fear of getting a bad mark on a
what they would like to find out about test may make you work harder.
anxiety? Introduce what anxiety is: The body's reaction to fear is called
Anxiety is a feeling of fear or panic. the "fight, flight or freeze" response
Feeling anxious sometimes is normal, and people have had it since the
like before a test or doing something beginning of time. Thousands of years
for the first time. If the problem has ago caveman or cavewoman came
face to face with a number of animals
gone, but the feeling of panic or fear
that were ready to eat them, like the
stays, or gets stronger - that is when sabre-toothed tiger and they would
anxiety can become a problem. need to respond by fight, flight or
freeze.
Name the Feelings
Which one do you think would be
(5 minutes) best? Now we worry about different
things that aren’t actually harmful, but
Show the children the faces one at a our bodies still react in the same way.
time. Do not show them the name of
the feeling. Invite volunteers to In small groups, children to draw
suggest the name of the feeling being around one person on large paper.
illustrated. Introduce the words for Ask children to draw on and label
each of the feelings shown and talk how their bodies feel when they are
about the facial expressions shown on anxious. Give a personal example:
each of the feeling faces. Use the “When I worry my hands get sweaty
following questions to develop (draw buckets of water) and my
discussion and encourage the stomach feels nauseous (draw a boat
children to give reasons for their on a rough sea). Share each group’s
answers: learning and discuss similarities and
differences. Could you feel anxious
- Does anyone recognise having this inside but not show it to everyone?
feeling?
- Do our faces always show our true Stress Bucket (10 minutes)
feelings? Anxiety can be visualised like a
- Do people who say they ‘don’t bucket of water! Show Stress Bucket
care’ really not care? poster. Everybody’s level is different.
Everyday events can make us feel
(Highlight that if people protest that
they ‘don’t care’, that often means stressed, for example going to a new
that they do!) school, taking a test, or problems in
relationships with friends and family.
-Does it make you feel better if you
pretend?

9 Healthier Together | Simon Says

 Let’s Learn About Mental Health

When we already feel stressed (high Plenary (5 minutes)

water level) it does not take much to
trigger off the Anxiety Response Recap what we have learnt today
(overspill). But we can learn ways to and discuss the following:
keep the level down by relaxing and  What have you learnt about mental
doing things we enjoy. It’s like a tap health?
that releases some water out. Even  How did you feel talking about mental
imagining ourselves doing something health and your feelings?
fun can help. And we can learn to  What did you find difficult?
cope better with those things that  What did you find interesting?
make us anxious - so our water level
doesn’t rise too quickly! Closure (5 minutes)
Children to annotate individual Stress ‘Affirmation chairs’- sit on chairs in a
Bucket with own stresses and ideas circle with 1 empty chair. Children take
how to release them. turns in offering the empty chair next to
them to a peer and give them a
Self-Help Strategies positive affirmation until everyone has
(10 minutes) been offered a seat. For example: “You
are a good friend because you smile at
1. Slow down -take some slow, deep me when you see me”
breaths to calm the physical
effects of anxiety. Practise Put LET’S TALK ABOUT MENTAL
together by breathing in for three HEALTH poster on display
seconds, holding for three
seconds, then out for three.

2. Play 5-4-3-2-1 Mindfulness Game

(show poster) - 5 things you hear, Further
4 you can see, 3 you can feel, 2
you can touch, 1 you can taste Activities & Useful Apps
MindShift helps you to earn
3. Positive mantra bracelet -place
how to relax, develop more
beads on a pipe cleaner with
helpful thinking, and identify
each one representing a positive
active steps that will help you
affirmation for your particular
take charge of your anxiety
worry (discuss with a friend if you
have similar or different worries.)
Use prompt cards to help with Dreamy Kid has meditation,
ideas. guided visualization and
affirmations for children &
teens that teach mindfulness
Children to wear bracelet and
when begin to feel anxious, catch
those thoughts and touch each http://www.brave-
bead saying the positive phrase. online.com/
Online program designed
for children with anxiety

10 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

2.2 Feelings Faces
 Worried Happy
Sad Angry
Embarrassed Surprised
Excited Scared
2.3 Stress Bucket
2.4 Mindfulness Poster
2.5 Positive Mantra Prompt Cards

Positive Mantra Beads Positive Mantra Beads

Positive Mantra Beads Positive Mantra Beads

 Let’s Learn About Mental Health

Lesson 3

Let’s Talk About Depression

Resources
The 10 Oks Poster
Print large and put up in classroom
Learning Objectives
Mental Health Video
https://www.youtube.com/watch?v=5a
WALT:
F7dgWvQ6Y  Understand what ‘depression’ means
 Know who can be affected by
Jo and Moe Poster Story depression
Photocopy one large  How to improve how you feel if you
Celebrities with Depression are affected by depression
Photocopy one table
Representations of Depression The 10 Oks:
Photocopy one large Harry Potter
and Winston Churchill
(2 minutes)
Jo and Moe Thought Bubbles
Photocopy one per pupil Set the ground rules for the
Helpful and Unhelpful Thoughts discussion to create a safe and
Photocopy one sheet and cut up open environment:
Guided relaxation
This week we are learning about
Nets – of available depression. This can be tricky for
Two Hoops or Trays some people to talk about. During
Relaxing music these lessons you are expected to be
https://www.youtube.com/watch?v=1ZY
supportive and respectful of others.
bU82GVz4
If what we learn about makes you feel
worried you should feel free to
approach a teacher, mental health
lead or any member of staff you feel
comfortable talking to if you need
help or advice. After every lesson
information will be available and
poster will be around school to support
Key Skills you.
• Managing information
Negotiate and share these rules so
• Thinking, problem-solving and
everyone understands and feels safe
decision-making
and free from judgement and heard
• Being creative
and display in class.
• Working with others
• Self-management
• Language and interacting
11 Healthier Together | Simon Says
 Let’s Learn About Mental Health

for everybody and there is no right

way to feel it. (show feelings images)
Some famous people have talked about
Teaching Input their struggle with depression. (Show
image) Winston Churchill, prime minister
(10 minutes) during WWII said it was like a black dog
following him and to keep it at bay he
We all have feelings. And we will all
would write his feelings down or paint. JK
have difficulties in our lives which will
Rowling, the author of Harry Potter books
make us feel and think things that are created characters called Dementors
very challenging. "Do you ever have that represented her experience of
one of those really bad days when depression, she wrote:”Get too near a
everything seems to be against you," Dementor and every good feeling, every
when you go downstairs for breakfast happy memory will be sucked out of
and there are no more Coco Pops, you.” (Show image of Harry Potter and
there's only Weetabix? How do you Dementor).
feel? Depression is a deep kind of Can you create your own image of
sadness or emptiness that can stay depression and what ‘patronus’ or
with someone for a long time, and activity, like painting, that could show
can stop someone enjoying things you managing it?
and have a big impact on their life. It
is a mental illness, which is like a Rollercoaster Story
physical illness, because people don’t
choose to have it. Who can get (CBT model) (15 minutes)
depressed? Anyone can get https://www.youtube.com/watch?v=5aF7dg
depressed at any time and everyone WvQ6Y How does that video make you
deserves to believe in themselves and feel?
feel better. (Show image of
Show poster of Moe and Joe at the
celebrities).
Rollercoaster and read the story. "Let's
look at Moe. How do you think Moe is
Sad or Depressed? feeling?" (Excited, happy) The emphasis
(10 minutes) in this question should be on how Moe
feels rather than what he is thinking or
Have you ever heard anyone talk doing. "And if you look at Joe, how do
about being depressed? For you think Joe is feeling?"
example: “urgh! I hate Mondays, (Worried/nervous/unhappy)
They are so depressing” or “I feel
depressed just looking at that mess”. So here's the interesting thing: Some
Normally they actually mean they people think that situations make them
feel a little sad, or even just bored! feel a certain way--like the rollercoaster
making Moe excited and making Joe
But sadness and depression are very scared. But if they're both in line for the
different things. Everyone feels sad same rollercoaster, how could it be that
sometimes, but it comes and goes they feel so differently? What could be
and is normally caused by something making them feel differently?"
particular, like Mondays or a sad film.
Depression lasts longer and doesn’t Give sheet with Joe and Moe and
always relate to what’s going on in thought bubbles. Moe is probably
someone’s life. It can feel different thinking about how fun the rollercoaster

12 Healthier Together | Simon Says

 Let’s Learn About Mental Health

will be, and Joe is probably thinking that remember they are just thoughts and
something pretty bad will happen. So I they may not be true! Sometimes you
wonder . . . is it possible that the roller can feel upset by a thought and react
coaster is not making the boys feel this differently. Give an example – someone
way? Is it possible that something else ignoring you. You think they don’t like
might be doing it?" you. Next time ignore them but feel sad!
BUT we can catch these thoughts, realise
If needed to help the children draw the
they are unhelpful and act on more
conclusion that the boys' feelings are
helpful thoughts.
related to their different thoughts about
the rollercoaster ride. Explain the children will be Thought
Detectives and decide if they are
After the child sees how different
helpful or unhelpful thoughts, but first
thoughts can lead to different emotions,
they need to catch them! In a space,
the story can then be used to help the
throw or blow statements in the air. In
child recognise how this can then lead
pairs or small groups, children to catch
to different behaviours. “So if Moe is
them. Children then act as
thinking that the roller coaster is going to
“detectives” and sort the thoughts
be fun, how will he behave?”, “So if Joe
into “unhelpful” and “helpful”. Share
is thinking that the roller coaster is
examples of thoughts and discuss if
dangerous, how will he behave?” (He’s
children all agree?
not going to want to ride on it)
How could you act if you had that
So what could Moe whisper in Joe's ear
thought?
to help Joe feel a little bit better about
riding the roller coaster? (to help him What would be more helpful?
cope, not avoid the rollercoaster) For
We all know talking to someone can
example:. "I'll sit next to you so you feel
help. If your friend is very sad or
better," "I know you can handle it!" or
depressed would ‘cheer up’ help?
"Think of how proud you'll feel
‘you’ll get over it’ why?
afterward!" Children to write on sheet in
speech bubble. How about “you should believe in
yourself”.
So what this story is telling us is that our
thoughts link to our emotions which also
affects our behaviour. We can catch
Plenary (5 minutes)
our thoughts, we can change our Recap what we have learnt today
behaviour or how we act, which helps about the following:
us to feel better.  What have you learnt about
mental health?
Thought Detective  How did you feel talking about
mental health and your feelings?
(10 minutes)  What did you find difficult?
We can do this by being thought  What did you find interesting?
detectives. We all have thoughts
running through our heads every day.
Sometimes those thoughts can be
helpful and encouraging and other Closure (5 minutes)
times they can be unhelpful, like: “I
can’t do it”. Many thoughts we can’t (10 minutes)
control and they can affect our feelings
Guided relaxation (in resources)
and how we behave, so we need to
13 Healthier Together | Simon Says
 Let’s Learn About Mental Health

Put LET’S TALK ABOUT MENTAL

HEALTH poster on display

Further
Activities & Useful Apps

www.childline.co.uk
Support and information

www.nhs.uk/10-minute-shake-
up/shake-ups
To help getting more active

www.mindmoose.co.uk
Interactive journey through
mental well-being and tools to thrive
through life

14 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

3.1 Celebrities with Depression
3.2 Representation of Depression: Harry Potter
3.3 Representation of Depression: Winston Churchill
3.4 Jo and Moe Poster
3.5 Jo and Moe Bubbles
3.6 Helpful and Unhelpful Thoughts

I will fail the test I won’t be able to do it I can handle it My teacher cares about me

They were laughing and I

What if I can’t do it?” I won’t know the answer My teacher will help me
happened to walk past

Things are not going to work

That dog is going to bite me They probably just forgot I can do it
out

I can do calm breaths if I feel

They don’t like me They are laughing at me I have other good friends
worried

I can talk to someone if I’m

I’m stupid.” I must look stupid Well, I tried my hardest
worried

I am going to practice more I will feel proud when

I’m going to get ill and die They are laughing at me
next time I have done it

I might not win I won’t get invited I can get a drink of water I don’t want to miss out

If I feel sick I can ask to go to

I might find it hard No one will help me Practice makes improvement
the toilet
3.7 Guided Relaxation

(Play relaxing music)

Everyone now close their eyes? Keep your eyes closed throughout the exercise and try to stay focused on my voice.
Take a quiet breath and relax. (Pause)
Take another quiet breath and relax. (Pause)
Take one more deep breath and relax. (Pause)

Now we’re going to begin become physically and mental relaxed. To do so I will talk you through tensing the muscles of your
body by stretching them and then gently releasing them.

Stretch your forehead and relax stretch your eyes, your face, your tongue and jaw making sure you have stretched your
whole head and face, even the tip of your nose. Now gently release. Take a deep breath and relax.
Continue to stretch, tensing the muscles of your body as you move on your journey towards becoming physically and
mentally relaxed.

Stretch your neck and relax stretch your shoulders and arms all the way down to your fingertips and gently release.

Take another deep breath and again relax.

Finally, stretch your hips and thighs, your legs, your knees and calves

Stretch your feet all the way down to your toes. Now gently release. Take a deep breath and relax.

You will feel a warm sensation travel throughout your body leaving you feeling relaxed as you are in a warm bath.

To reach a more pleasant and soothing feeling of relaxation you will shortly imagine pouring blue white light in through an
opening on the top of your head down into your feet filling you with a warm glow.

Now imagine the opening at the top of your head. Pretend you have a large jug filled with blue white light. Begin to pour and
as you do so, feel the warm glow flow into your toes, your feet and your ankle’s. It is starting to fill into your calves and knees.
Up into your thighs and hips and on into your waist and stomach. You are experiencing deeper and deeper relaxation as you
allow this warm glow to continue to fill slowly upwards into your chest. Let if overflow through your shoulders, down into your
arms and right to the end of your fingertips. This warm glow continues to fill your body until it reaches the very top of your
head.

Take a deep breath and relax. Enjoy the pleasant and soothing sensations of being relaxed.

Now to help you become mentally relaxed learn to quieten your mind and concentrate on pleasant and positive thoughts.

In a moment you will think of an occasion when you felt particularly happy and pleased with yourself, perhaps a holiday or
something you have enjoyed recently or something at which you were successful.

Now mentally take yourself off to the memory of your choice. Where are you? What do you see around you? What sounds
can you hear there? What smells and tastes come to mind? How do you feel? Use your imagination.

Continue to focus and enjoy this precious time on your own with your own personal memory. I will soon speak again, relax

Take a deep breath and relax.

Whenever you think of such a scene you will become more relaxed. You are now physically and mentally relaxed.

Take a deep breath and relax.

In a moment I will count from 1 to 7. When I reach 7 you will open your eyes and be wide-awake feeling fantastic.

I will now count 1 2 3 4 (slowly turn down the music between 1 & 4).

5 Begin to adjust your body.

6 Prepare to open your eyes.

7 Open your eyes now wide awake feeling absolutely fantastic.

 Let’s Learn About Mental Health

Lesson 4
Let’s Talk About Self-Harm

Resources
The 10 Oks Poster
Print large and put up in classroom

Kid’s Guide to Confidence Learning Objectives

https://www.youtube.com/watch?v=
Egj212mvYco
WALT:
Smart board, chalkboard or flipchart  Understand what ‘self-harm’ means
2 headings:
Feelings hard to deal with  Know how to keep our bodies safe
Feelings easy to deal with  Use other strategies to manage our
Post-it notes
feelings
Red drawing equipment
One set per pupil
The 10 Oks:
Paper
One per pupil (2 minutes)
Happy Music Set the ground rules for the
https://www.youtube.com/watch?v=
MOWDb2TBYDg
discussion to create a safe and
open environment:
Funny Clip
https://www.youtube.com/watch?v= Today we are learning about self-
eHl7jMIFDpU harm. This topic can be tricky for
Large sheets of sugar paper or some people. During these lessons
newspaper you are expected to be supportive
One per 5 children and respectful of others.

If what we learn about makes you feel

worried you should feel free to
approach a teacher, mental health
lead or any member of staff you feel
comfortable talking to if you need
Key Skills help or advice. After every lesson
• Managing information information will be available and
poster will be around school to support
• Thinking, problem-solving and
you.
decision-making
• Being creative Negotiate and share these rules so
• Working with others everyone understands and feels safe
and free from judgement and heard
• Self-management
and display in class.
• Language and interacting

15 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Teaching Input thought about it later it would bring

those feelings back and the feelings
stay inside. These feelings are difficult
(5 minutes) to deal with.

It is important to talk about the ‘big Deal with it Discussion

feelings’ we have because talking
can help strengthen our mental (10 minutes)
health and help our well-being. Share
Learning Objectives. Self-harm is Using smart board, chalkboard or
when someone hurts themselves to try flipchart write two headings: ‘feelings
and cope when they have difficult hard to deal with”, “feelings easy to
feelings inside. Does this sound like a deal with”. Children to come up with
safe or helpful strategy for managing these feelings and write them down in
big feelings? Is ok to hurt others? Why the appropriate columns. Then ask for
not? (because we have the right to examples when they may feel like
be and feel safe). Is it ok to hurt that? Would we all feel the same in
ourselves? How might we hurt that situation? Do we feel better if we
ourselves? (Risky behaviour, unkind let feelings out or keep them inside?
thoughts about ourselves). Have you
ever got hurt doing something silly? Self-help not Self-harm
Was your adult cross or worried? Did (10 minutes)
they look after you? If our bodies are
hurt, however it happens, we still need We deserve to feel happy, be safe
to get help with any injuries. and get the help we need. What can
we do if we are having trouble talking
Deal with it about the big- feelings. Let’s try some
strategies and see what works for us!
(10 minutes)
Everyone to think of a time when they
Remind pupils that there are no good felt worried, sad or angry, try the
or bad or right or wrong feelings, only strategy, then ask children to see if it
ones which are difficult to deal with – has helped to calm those feelings?
the ‘big feelings’. Ask pupils to
imagine “how would you feel if your o Imagine you are in a safe space
teacher handed back a piece of where you can be you (what can
learning and you had scored 20/20?” you see, hear, touch, smell, taste?)
(happy, proud, pleased, delighted)
What would they do with those o scribble in red ink, then turn the
feelings? (rush home and tell family or paper over, write down your
friends) Even if they don’t share they negative feelings, rip the paper up
would have a good feeling inside.
These feelings are easy to deal with. o listen to music (happy) then add
exercise (star jumps, burpees)
Next, discuss “how would you feel if
your teacher handed back a piece of o watch your favourite funny film
learning and you had scored 1/20”? (show funny clip)
(embarrassed, ashamed, annoyed,
angry, hurt) What would you do with o Having a bath or shower (role play
those feelings? (likely they wouldn’t doing this!)
tell anyone, maybe try to hide it from
their family or friends. When they
16 Healthier Together | Simon Says
 Let’s Learn About Mental Health

Act as if…
(10 minutes) Closure (5 minutes)
Sometimes it can feel challenging to Squares game. Place big sheets of
let your big feelings out by talking or sugar paper/ newspaper on the
asking for help with them. Building ground with enough space for all the
your confidence can help! Being children to fit on. Play the ‘Happy’
confident means feeling good about music and the children dance around
yourself, your abilities and your the space. Then pause it and the
thoughts and there are things we children need to stand on the paper.
can do to boost it. Watch ‘Kid’s Each round fold the paper in half. If any
Guide to Confidence’ clip. children can’t fit or wobble off, it is now
Now think about someone whose their role to help the others to stay on!
confidence or abilities you admire, Praise the children for their team work
for example Beyonce or Dele Alli and for supporting each other
(footballer). We are going to act as if
we have those too.
Everyone is going to walk around the
room, standing up straight, when you Put LET’S TALK ABOUT MENTAL
meet someone you are going to HEALTH poster on display
make eye-contact, shake hands,
and say “Hello, my name is….” with
confidence. Next, we are going to
say “Hello, my name is”… and give
the other person a compliment. They
will do it back. Try and say hello to
everyone in the class.
Then, take turns in saying “hello, my
name is”…give a compliment…and Further
then tell them something you are
really good at or proud of. Do you Activities & Useful Apps
notice that acting as if you feel
confident can actually help you to
feel more confident and make
talking to others easier? www.childline.co.uk
Support and information
Plenary (5 minutes)
Recap what we have learnt today
and discuss the following: Calm Harm provides tasks
to help you resist or
 What have you learnt about self- manage the urge to self-
harm
harm?
 How did you feel talking about www.what0-18.nhs.uk
mental health and your feelings? Healthier Together app
 What did you find difficult?
 What did you find interesting?

17 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

 Let’s Learn About Mental Health

Lesson 5

Let’s Talk About Bereavement

Resources
Learning Objectives
The 10 Oks Poster
Print large and put up in classroom
WALT:
1 small, clear container full with ● To understand what ‘Bereavement’
objects means
● That bereavement stays with you but
1 large, clear container, with same
you won’t always feel the same
amount
● That after bereavement your journey
Children and bereavement video changes but you can still reach your
https://www.youtube.com/watch?ti goals
me_continue=179&v=6qrND_OJHoE ● To know you are not alone

Jar outline with label

One per pupil
The 10 Oks:
(2 minutes)
Coloured Strips of paper
A few different colours each Set the ground rules for the
Paper discussion to create a safe and
One per pupil open environment:
Glue Today we are learning about
bereavement. This topic can be
tricky for some people. During these
lessons you are expected to be
supportive and respectful of others.

If what we learn about makes you feel

worried you should feel free to
approach a teacher, mental health
Key Skills lead or any member of staff you feel
comfortable talking to if you need
• Managing information help or advice. After every lesson
• Thinking, problem-solving and information will be available and
decision-making poster will be around school to support
• Being creative you.
• Working with others Negotiate and share these rules so
• Self-management everyone understands and feels safe
• Language and interacting and free from judgement and heard
and display in class.
18 Healthier Together | Simon Says
 Let’s Learn About Mental Health

those feelings back and the feelings

stay inside. These feelings are difficult
Teaching Input to deal with.

Deal with it Discussion

(5 minutes)
It is important to talk about the ‘big
(10 minutes)
feelings’ we have because our mental Using smart board, chalkboard or
health is big part of our physical health flipchart write two headings: ‘feelings
and well-being. Find out what children
hard to deal with”, “feelings easy to
already know and what they would like
deal with”. Children to come up with
to find out about Bereavement?
these feelings and write them down in
Introduce Bereavement: Bereavement is the appropriate columns. Then ask for
when you are deprived of a close relation examples when they may feel like
or friend when they die. It is not one that? Would we all feel the same in
feeling, it can be many feelings. People that situation? Do we feel better if we
experience different feelings at different
let feelings out or keep them inside?
times. If you don’t talk about and
manage your feelings in a positive way, it
can lead to mental health problems. Self-help not Self-harm
It is good to learn about bereavement (10 minutes)
because everyone will experience it but
there are ways to cope. Share learning We deserve to feel happy, be safe
objectives and the get the help we need. What
can we do if we are having trouble
Containers talking about the big- feelings. Let’s try
some strategies and see what works
(10 minutes)
for us! Everyone to think of a time
Remind pupils that there are no good when they felt worried, sad or angry,
or bad or right or wrong feelings, only try the strategy, then ask children to
ones which are difficult to deal with – see if it has helped to calm those
the ‘big feelings’. Ask pupils to feelings?
imagine “how would you feel if your
teacher handed back a piece of o Imagine you are in a safe space
learning and you had scored 20/20?” where you can be you (what can
(happy, proud, pleased, delighted) you see, hear, touch, smell, taste?)
What would they do with those
feelings? (rush home and tell family or o scribble in red ink, then turn the
friends) Even if they don’t share they paper over, write down your
would have a good feeling inside. negative feelings, rip the paper up
These feelings are easy to deal with.
o listen to music (happy) then add
Next, discuss “how would you feel if exercise (star jumps, burpees)
your teacher handed back a piece of
learning and you had scored 1/20”? o watch your favourite funny film
(embarrassed, ashamed, annoyed, (show funny clip)
angry, hurt) What would you do with
those feelings? (likely they wouldn’t o Having a bath or shower (role play
tell anyone, maybe try to hide it form doing this!)
their family or friends. When they
thought about it later it would bring
19 Healthier Together | Simon Says
 Let’s Learn About Mental Health

Act as if…
(10 minutes) Closure (5 minutes)
Sometimes it can feel challenging to Squares game. Place big sheets of
let your big feelings out by talking or sugar paper/ newspaper on the
asking for help with them. Building ground with enough space for all the
your confidence can help! Being children to fit on. Play the ‘Happy’
confident means feeling good about music and the children dance around
yourself, your abilities and your the space. Then pause it and the
thoughts and there are things we children need to stand on the paper.
can do to boost it. Watch ‘Kid’s Each round fold the paper in half. If any
Guide to Confidence’ clip. children can’t fit or wobble off, it is now
Now think about someone whose their role to help the others to stay on!
confidence or abilities you admire, Praise the children for their team work
for example Beyonce or Dele Alli and for supporting each other
(footballer). We are going to act as if
we have it too.
Put LET’S TALK ABOUT MENTAL
Everyone is going to walk around the
room, standing up straight, when you HEALTH poster on display
meet someone you are going to
make eye-contact, shake hands,
and say “Hello, my name is….” with
confidence. Next, we are going to
say “Hello, my name is”… and give
the other person a compliment. They
will do it back. Try and say hello to
everyone in the class.
Further
Then, take turns in saying “hello, my
name is”…give a compliment…and Activities & Useful Apps
then tell them something you are
really good at or proud of. Do you Nino’s Mourning Toolbox - The
notice that acting as if you feel interactive story journeys through
confident can actually help you to grieving process to help children
feel more confident and make
talking to others easier?
Smiles and Tears – by BBC
Plenary (5 minutes) Children in Need and
Nelson’s journey charity
Recap what we have learnt today
and discuss the following:
Memoria keeps loved ones
 What have you learnt about memories alive
bereavement?
 How did you feel talking about Child Bereavement UK:
mental health and your feelings? Grief Support for Young
 What did you find difficult? People
 What did you find interesting?

20 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

5.2 Grief Waterfall
5.3 Memory Jar

.
5.4 Do’s and Don’ts
Just be with your
friend
Try and take the pain
away
. Do you need a
minute on your own?

Be exactly
Do you want to the same
talk about it?

Give your friend advice

even if they don’t ask for
Talk about the person it
that has died

Ignore them in case you

say something wrong I’m sorry to hear your
sad news”

Laugh and joke with Never talk about the

them person that has died
 Let’s Learn About Mental Health

Lesson 6
What Have We Learnt About Mental Health?

Resources
The 10 Oks Poster
Print large and put up in classroom
Learning Objectives
Blob Tree
One per pupil on A3
WALT:
● To recognise a range of feelings in
Colour pens or pencils myself and others
Photocopy one per pupil
● How to ask for help
Not Now Bernard Story ● Know a range of strategies to
https://www.youtube.com/watch?v=rsAi
r9vpzG0 manage big feelings

Bernard Prompt Cards

Photocopy one per pair The 10 OKs
(2 minutes)
Blank Mind Map
4 Photocopies on A3
Set the ground rules for the
Mental Health Questionnaire discussion to create a safe
Online or one per pupil and open environment:
We will be talking about things that
can be tricky for some people.
During these lessons you are
expected to be supportive and
respectful of others.

If what we learn about makes you

Key Skills feel worried you should feel free to
• Managing information approach a teacher, mental
• Thinking, problem-solving and health lead or any member of staff
decision-making you feel comfortable talking to if
• Being creative you need help or advice. After
• Working with others every lesson information will be
• Self-management available and poster will be around
• Language and interacting school to support you.
Negotiate and share these rules so
everyone understands and feels
safe and free from judgement and
heard and display in class.
21 Healthier Together | Simon Says
 Let’s Learn About Mental Health

How to Ask For Help

Teaching Input (10 minutes)
(3 minutes) Introduce and read the book ‘Not Now
Bernard’ by David McKee. Did Bernard’s
We have been learning about mental parents listen to him? Did he get the help
health because it is important to look he needed? Is he feeling better? What
after it, and help others look after does Bernard need help with? Ask for
theirs, because good mental health suggestions and use the best idea for the
starts when you are young and lasts a role play.
lifetime.
We are going to use the prompt cards to
“life is not about waiting for the storm get ready to ask for help. In pairs children
to pass, it is about learning to dance to use prompt cards to prepare to talk to
in the rain” his parents.
There will always be challenges in (What is he going to say? What he wants
your life, but we can use the things we to happen next? Practise it (call childline
have learnt about anxiety, to practise or mirror/friend). Who? Letter?
depression, self-harm and Find a quiet time. Take it slowly. It’s ok to
bereavement to help us. We don’t cry. Let them help you.) What made you
want to sit in the rain, get wet and feel better? What worked well? What
feel bad. We want to put on a coat, didn’t?
build a boat, splash in the puddles
and dance! Today we are going to When finished, ask the pupils: What did
learn who to ask for help and how to Bernard say or do to try to get mum or
ask for help when you or a friend are dad to turn around and listen? What did
ready. Bernard’s parents keep saying? Can you
think of a better time to ask for help?
Blob Trees (5 minutes) How do you think Bernard feels?

Show blob tree on whiteboard, Next, ask the pupils what advice they
flipchart and give own blob tree would give Bernard to get his parents to
sheet. Allow time for children to listen to him. Write up some of the pupils’
discuss and say which one they feel ideas on the board.
like at home? At school?
You may wish to offer some of your own
Children to choose 4 different
phrases, such as, ‘Please listen’, ‘I want to
colours. Colour in blob that looks like
you or a friend when feeling anxious? tell you something and I need you to
Can they share why? listen please’, ‘I’m worried / scared about
something and I need you to listen’. Invite
In same colour children to record
the pupils to work in pairs to role play and
who they would ask for help when
they were feeling that way? Share practise these ideas in groups of 3, where
ideas and record on the board. one child is Bernard and the others are
Repeat with depression, self-harm his mum and dad.
and bereavement. Remind children
that who they tell may need to share
what they said with an adult to help
them.
22 Healthier Together | Simon Says
 Let’s Learn About Mental Health

Mind Map Rotation Closure (5 minutes)

(5 minutes) http:// jacksonpollock.org/
Split class into 4. Give each group Or come up with a class ‘mental
a blank mind map with headings health handshake’ with different
anxiety, depression, self-harm and endings.
bereavement. Provide with pens.
Children to come up with as For example: upturned hand
many ideas as possible for each moving in a circle means – do you
key theme: what it feels like, who want to talk?
can get it, what to do to prevent
it, how to manage it, how to ask Ok fingers means – are you ok?
for help. Voluntary groups, Thumbs up = yes / Thumbs down
charities, support available…? = no

Mental Health
Questionnaire Put LET’S ABOUT MENTAL HEALTH
(5 minutes) poster on display
Use the Sentence Starters
Worksheet (cut up and give out).
In pairs, role play talking to
someone about a problem or a
worry. One person to use the
sentence starter to help them Further
begin the conversation. Ask the
children to talk about a safe Activities & Useful Apps
subject or give them imagined
scenarios, for example, “I am Smiling Mind is designed to
worried that I can’t do my help young people with
homework”, “I am worried that the pressure, stress, and
my friend doesn’t like me challenges of daily life.
anymore, “I am worried about…”

Plenary (5 minutes) An app and online

platform providing 24-
Recap what we have learnt hour support to young people
today about the following: who are victims of bullying and
 What have you learnt about online abuse.
mental health?
 How did you feel talking about
mental health and your
feelings?
 What did you find difficult?
 What did you find
interesting?

23 Healthier Together | Simon Says

 The Ten OKs
It is OK…

To be sad or worried sometimes

To be angry sometimes

To be good to yourself

To listen, be heard and ask questions

To share and be honest

Not to share or ‘pass’

To disagree but we will always be kind

To change your mind

To feel safe because what is said does not get

repeated

To ask for information or help

6.2 Blob Tree Poster
6.3 Blob Tree on A3
6.4 Not Now, Bernard Prompt Cards

What is Bernard going to say?

What does Bernard want to happen next?
Practise it! (in the mirror/ to a friend / to Childline)
Who is Bernard going to talk to?
Find a quiet time. Take it slowly. Let them help you.
Remember Bernard, It’s ok to cry.

What is Bernard going to say?

What does Bernard want to happen next?
Practise it! (in the mirror/ to a friend / to Childline)
Who is Bernard going to talk to?
Find a quiet time. Take it slowly. Let them help you.
Remember Bernard, It’s ok to cry.

What is Bernard going to say?

What does Bernard want to happen next?
Practise it! (in the mirror/ to a friend / to Childline)
Who is Bernard going to talk to?
Find a quiet time. Take it slowly. Let them help you.
Remember Bernard, It’s ok to cry.
 Let’s Learn About Mental Health

Additional
teaching support

Information and support

24 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Cross – Curricular Links Geography

Children will have the opportunity to
 Teaching should equip pupils with
develop skills in these areas:
knowledge about diverse places,
people, resources and natural and
Science human environments

 identifying differences, similarities History

or changes related to simple
scientific ideas and processes  Teaching should equip pupils to ask
perceptive questions, think
PE
critically, weigh evidence, sift
 Lead healthy, active lives. arguments, and develop
perspective and judgement.

Maths  To understand the complexity of

 Strategic problem- solving skills people’s lives, the process of
change, the diversity of societies
and relationships between different
Art
groups, as well as their own identity
 Produce creative work, exploring and the challenges of their time.
their ideas and recording their
experiences Music

 Engage and inspire pupils to

Computing develop a love of music and their
talent as musicians, and so
 Can evaluate and apply
increase their self-confidence,
information technology, including
creativity and sense of
new or unfamiliar technologies,
achievement.
analytically to solve problems
 Are responsible, competent, English
confident and creative users of  Teach pupils to speak and write
information and communication fluently so that they can
technology. communicate their ideas and
emotions to others and through
 Use technology safely, respectfully their reading and listening, others
and responsibly; recognise can communicate with them.
acceptable/unacceptable
behaviour; identify a range of  Through reading in particular,
ways to report concerns about pupils have a chance to develop
content and contact. culturally, emotionally,
intellectually, socially and
spiritually.

25 Healthier Together | Simon Says

 Let’s Learn About Mental Health

Guidance on how to Information and

respond support
Guidance on how to respond if a young
person discloses to you

1. Listen References

Your immediate reaction is vital. It

Anxiety – Classroom Resources For
will determine whether the young Schools
person continues to confide in http://www.southglos.gov.uk/docume
you and seek help from other nts/Classroom-Resources.pdf
resources.
Cbt The Rollercoaster Story
It is important to listen and not https://drpatrickkeelan.com/psycholo
judge. Take care not to display gy/teaching-children-how-to-use-
any signs of panic, sadness, cognitive-behavioural-therapy-the-
roller-coaster-story/
shock, disbelief or disgust.
Childline
www.childline.org.uk
2. Provide reassurance
Effectiveness Of A Mental Health
Advise the young person they Promotion Program To Improve
have done the right thing in telling Coping Skills In Young Children: Zippy’s
you. Respond sensitively and with Friends
empathy, letting them know that https://www.sciencedirect.com/scien
ce/article/pii/S0885200606000032
you care and are concerned
about their wellbeing. If Headspace Mental Illness Fact Sheets
appropriate, let them know that https://headspace.org.au/assets/Uplo
you will need to tell your school’s ads/Mental-Illness-Fact-Sheets-mg.pdf
Mental Health Lead, DSL, Pastoral
Support, SENCo or member of the Healthier Lives Together Project
https://healthierlives.phe.org.uk/topic/
Senior Management Team know. public-health-dashboard/about-
project

3. Follow your organisation’s child Healthy Thinking For Younger Children

protection policy https://www.anxietycanada.com/sites
/default/files/Healthy_Thinking_for_You
Your organisation will have clear nger_Children.pdf
guidelines and procedures to
Measuring And Monitoring Children
follow in child protection issues.
And Young People’s Mental Well-
If a pupil discloses about another Being: A Toolkit For Schools And
pupil is the same procedures Colleges
https://www.annafreud.org/media/72
apply and this should be reported 02/01-talking-mental-health-lesson-
to the Mental Health Lead, DSL, plan.pdf
Pastoral Support, SENCo or
member of the Senior Mental Health Lesson
Management Team https://www.bbc.co.uk/news/health-
38148892

26 Healthier Together | Simon Says

 Let’s Learn About Mental Health

National Curriculum In England – KS 1

And 2 Framework Document
Acknowledgements
https://assets.publishing.service.gov.
uk/...data/.../PRIMARY_national_curri Funded by:
culum.pdf

On Edge: Self-Harm Resource Pack Healthier Together

https://www.seemescotland.org/me
dia/6804/onedgepack02.pdf Simon Says
PSHE Association ‘ Preparing To
Teach About Mental Health And
Emotional Wellbring’ Thanks to the schools that are
https://www.pshe-
association.org.uk/system/files/Ment participating in the pilot
al%20health%20guidance_0.pdf
project
PSHE Curriculum
https://www.pshe-
association.org.uk/curriculum-and-
resources/curriculum Thanks to the contributors:

Simon Says: Primary Resource Pack

Amanda Lees
http://www.simonsays.org.uk/downlo
Andrew Stanley
ads-2018/
Ann Langran
Stem 4
https://stem4.org.uk/ Chantal Homan
The Anxious Child Di Glackin
https://www.mentalhealth.org.uk/site
s/default/files/anxious_child.pdf Dr Subha Mathalagu
The Emotional Barometer Emma Clewer
http://www.aet-idp.org.uk/IDP-DVD-
ROM/resources/pns_seal_emo_baro Georgie Bennett
meter.pdf
Jess Dring
The Stress And Coping Questionnaire
For Children Paul Bright
https://www.researchgate.net/publi
cation/260833575_The_stress_and_co Rachel Collins
ping_questionnaire_for_children_Sch
ool_version_and_asthma_version_-
Rosie Barber
_Background_and_Questionnaire
Sally Stanley
What’s Inside The Zebra’s Mind Sanjay Patel
https://www.ehlers-danlos.com/wp-
content/uploads/Bulbena-Cabre-
Whats-Inside-the-Zebras-Mind-S.pdf

Young Minds
https://youngminds.org.uk

27 Healthier Together | Simon Says