supported by what kind of things make you happy? • are there any people in your life that make...

Social care charity Quarriers is working with primary school children to improve mental health knowledge and awareness, with the long term aim of removing the taboo of speaking about mental health and helping to end stigma. The intention is for this work to have an immediate benefit for children who are experiencing mental health problems or have a family member affected by these issues.

Initial work has been undertaken by Quarriers Family Resource Centre, Ruchazie, with welcome participation from local schools. The work has been funded by See Me, Scotland’s programme to end mental health discrimination, with the aim of improving knowledge for everyone in schools rather than focusing on those who are experiencing mental health problems.

The first part of the project focuses on showing children what mental health means to them. Following initial conversations, Quarriers staff found that children are aware of mental health, but don’t really have an understanding of what that means. Children have heard teachers talk about it but don’t necessarily have an understanding of the impact on their own lives. Quarriers produced this activity resource pack for teachers who want to support children in building resilience to help tackle mental health issues if and when they arise.

Welcome

Quarriers is a registered Scottish charity No SC001960

For more information visit www.quarriers.org.uk

Quarriers Quarriers Village Bridge of Weir PA11 3SX

Tel: 01505 616000

Introduction

Supported by

Let’s talk about mental health

• Please remember mental health affects everyone. When working towards a mentally healthy school, please include strategies for children, parents, teachers and the rest of the staff within the school.

• Allow teachers and staff to attend Scottish Mental Health First Aid training foradults.Thiswillprovidethemwiththeskillstoprovidefirstaidfor their family members and parents at the school, and also provide a better understanding of mental health.

• Provide support for staff wellbeing. Working in a school can be challenging, so it is important to that ensure staff are supported through regular debriefs, check-ins and support sessions. Focus some of in-service time on wellbeing and team building. Ask local voluntary agencies or volunteers to provide after-school sessions on wellbeing.

• Shareyourfeelingswiththechildren.Withoutbeingflippantorjoking, tell them that you understand hard times, good times and everything in between. Let children know that school is a safe space to share.

• Talk to children about mental health. Share your experiences and how you have gained your frame of reference. Speak about any mental health issues that you have experienced. Children need to know “It’s okay not to be okay.”

• Eat lunch with the children. Children may never experience an adult eating with them, so when possible, take ten minutes and sit with the children.

• When children are doing a colouring/drawing activity, sit at their group and ask questions. Children are more likely to share when they are focused on another task. Do this with all the children as some of the quieter children may be in need.

• For 15 minutes at the beginning and end of the day, practice mindfulness or have ‘funny time’. You do not know what the children are coming to school thinking about, or if they are worrying about going home. Find activities to refocus their minds.

Top Tips - Developing a Mentally Healthy School

Introduction

• Encouragechildrentotalkabouttheirfeelingsandreflectthroughout theday.Allowthemtimeforjournalingaftereachactivityorhave adiscussiononhowtheyfeltaboutthesubjectstheyhavebeenworking on, e.g. maths. Allow children to express their feelings.

• Allow children to be bored. Many children are so overstimulated throughouttheday,sofiveortenminutesofsilencecouldbegood for them.

• Practice mindfulness. This is a key skill for children to develop young. Programmes such as Youth Mindfulness can help teach mindfulness in a way children understand.

• Ensure children have access to Seasons for Growth support, which teaches valuable skills for coping with change and loss.

• And above all, remember that you being there for the children is the most important thing you can do for their wellbeing. Listening to them and valuing their opinions matters.

Most of you will be teaching mental health, emotional literacy and wellbeing to children all the time. Sometimes this can be about how you frame the issues; for example, rather than asking a child what happened in the story, ask them how it made them feel.

Top Tips - Developing a Mentally Healthy School


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Required resources:

• paper • pens/pencils • large bricks (these can be made using boxes, cushions, soft play equipment, foam bricks) • pool noodle (or similar) • largeplainjigsaw(canbemadeusingcard–optional)orlargeflat surface(preferablyonthefloor)

Lesson overview

The purpose of this lesson is to give the children a visual representation of happiness and what prevents us from being happy. The class is given the opportunity to discuss what happiness looks like to them and think about what may stop them from being happy. The activity prompts discussion aboutbarriersandhowweovercomedifficultemotions.

Learning outcomes

• To help children become aware of and be able to express feelings, and develop the ability to talk about them.

HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

• To ensure children know that we all experience a variety of thoughts and emotions that affect how we feel and behave, and learn ways of managing them.


• To help children understand that there are people they can talk to, and that there are a number of ways in which they can gain access to practical and emotional support to help themselves and others in a range of circumstances.


• To help children understand that feelings and reactions can change depending upon what is happening within and around then. This helps them to understand their own behaviour and the way others behave.


Lesson 1: Barriers to Happiness Overview and resources P

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Lesson 1

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Teaching points

• This activity can be used as a one-off lesson with younger children.

• This could be done as a small scale/individual activity using a picture and building blocks like Lego, but the team element works well as it allows for more discussion and gives the children a sense of how everyone has a different concept of happiness and different barriers to overcome.

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Introduction

Begin class by introducing the idea of happiness. Talk to the class/group about their emotions and feelings. Ask them to think about what makes them happy. Some children may need prompting as happiness or understanding happiness may be alien to them.

Questions to ask:

• What kind of things make you happy?

• Are there any people in your life that make you happy? Family, friends, pets, etc.

• What types of things do you like?

Drawing activity

After discussion, ask the children to draw a picture of what happiness means to them. Prompt them to draw happy pictures, pictures of things that make them happy. Emphasise that the picture is personal to them and that it’s about their own happiness.

Jigsaw (optional)

Getasmallgroupoffiveorsixchildrentocompletethejigsawwiththeirpictures.UseBlu-tacktosecurethepicturestothejigsaw.Askthechildrentopiecethejigsawtogether.

TIP: encourage competition between groups by asking who can complete it fastest.

If you are not using the jigsaw, ask the children to place the pictures together to create a large picture.

Picture

Ask the children what they have made. The answer is a picture of happiness/what happiness looks like to group.

Discuss the differences and similarities. Explain how happiness is different to everyone.

Lesson 1: Barriers to Happiness

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Lesson 1

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Barriers

Ask them what stops or prevents them from being happy.

Encourage the children to think about themselves. Some will give answers such as maths and things that appear small or silly. TIP: do not dismiss these. You are starting the conversation about feelings.

Every time someone answers, give them a brick and ask them to place it on thefloor.Youaregettingthemtobuildawall.

Encourage discussion. What can you see happening? What is the wall doing? What does it represent? You are demonstrating that sometimes there are barriers to happiness. These may be little things but soon grow to become big things.

Breaking down barriers

Get the group to stand behind the wall and ask them how they will overcome it. Some will give physical suggestions such as step over it.

Remind them what the wall represents. Explain that they cannot step over feelings and emotions. When they have given answers such as talk about it, make up with friends or other solutions relevant to the issues they have discussed, give them the pool noodle (or similar).

Explain that they have overcome their barriers and can now break down the wall. The children will feel a sense of accomplishment or power from knocking over the wall. Ask them how this felt.


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Overview and resources

Materials needed:

• largeflipchart/A1SizePaper(4or5sheets).Drawanoutlineofaperson on each piece and label with an emotion: happy, sad, angry, scared, etc.

• coloured pen

Lesson overview

This lesson introduces the idea that emotions and feelings affect the body. The children are encouraged to think about what happens to their body when they feel different emotions.

Learning outcomes

• To help children understand that their feelings and reactions can change depending upon what is happening within and around them. This helps them to understand their own behaviour and the way others behave.


• To help children develop their understanding of the human body and help them to use this knowledge to maintain and improve wellbeing and health.


• To help children develop self-awareness, self-worth and respect for others.

• To help children understand and develop physical, mental and spiritual wellbeing and social skills.

Teaching points

• Recap on lesson one (encourage more talk about emotions).

• Ensure you have enough time for each group to write on each emotion as wellasdiscussingthefindingsattheend.

• Give each group a different coloured pen. This ensures each group has contributed to the task and helps prevent the children writing the same things all the time.

Lesson 2: What do Your Emotions Feel Like? P

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Lesson 2

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Teaching points (cont.)

• Children may read someone else’s answer and disagree. Explain to them that everyone experiences emotions differently and they should not dismiss other people’s reactions. Encourage them to put a question mark next to the word/statement they don’t agree with rather than drawing a line through it or changing someone else’s answer.


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Introduction

Introduce the activity to the class by discussing feelings and emotions. Explain that it is okay to talk about feelings and emotions. Explain that talking is a strategy to help people cope and this reduces the risk of someone developing mental health issues later in life.

Ask them to name feelings and talk about times when they feel happy, sad, angry and scared. Ask them to think about what it feels like: not what makes them feel the emotion but how it feels in their body. Ask what happens when they feel sad, happy, angry, etc. Give an example such as ‘when I’m angry sometimes my face goes red’.

Activity

Hand out one emotion to each group. Tell each group that they will all have achancetofilloutsomethingoneachemotion.Encouragediscussion.

Afterfiveortenminutes,rotatetheemotions.Explaintothegroupthatwhen they switch, they can read what the other groups have written. It is important to say that if they read something they don’t agree with, they should put a question mark next to it rather than scoring it out or changing it. This allows for discussion about how people react differently to emotions. It is important to acknowledge that people feel things differently and the children should respect this.

It is important to walk around and encourage discussion with each group. Ask them what types of answer they are writing. Some children will begin writing what makes them feel these emotions rather than how it feels, so it is important to reinforce the idea of this exercise. While walking around, note any interesting points you see or feel the need to discuss.

When all groups have looked at each emotion, give yourself a few minutes to read their answers and make comparisons. Discuss the similarities and differences with the class: for example, you cry when you’re sad, happy, angry and scared.

You might want to point out interesting reactions or things that stand out, e.g. when scared, you feel intoxicated; when sad, you feel suicidal. This will allow discussion.

Lesson 2: What do Your Emotions Feel Like? P

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Lesson 2

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Resources Required:

• Part 1: List of different emotions, cut them up into individual word cards (age appropriate). See Expressing Feelings on www.quarriers.org.uk/ mentalhealth.

• Part 2: Three or four current songs with relevant lyrics, e.g.

• JessGlynn–Don’t be so Hard on Yourself • JustinBieber–Coldwater • Chainsmokers–Don’t Let Me Down

• speakers or computer to play songs

Lesson overview

This lesson is completed in two parts, ensuring the children are still exploring emotions. Part one looks at other words we may use to describe emotions.Thelessonistofindoutwhatwordsthechildrenhaveheardand understand. The idea of this lesson isn’t about how many they can get right: it is about discussing their thoughts about different feelings. This will give an idea of how emotionally literate the children are and can help to increase their knowledge about their emotions.

Part two looks at how people are exposed to the emotions of other people without even knowing. At times, people listen to a song without really listening to the lyrics and don’t pick up on the emotions within the song. This lesson allows the children to focus on the words and make emotional connections to songs.

Learning outcomes

• To help the children develop their self-awareness and respect for others

• To make children aware of and able to express their feelings, and develop the ability to talk about them.


• To help children understand that people can feel alone and can be misunderstood and left out by others. To help them understand and recognise the feelings of others.

HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08

Lesson 3 – Exploring Emotions Further (Part 1 and 2) P

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Lesson 3

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Teaching points:

• Cut up the list of words into individual cards before lesson has started.

• Visit Expressing Feelings on www.quarriers.org.uk/mentalhealth. The link will give you further ideas on how to use feelings cards and other lessons.

• Itisgoodpracticetomakeadefinitionbookeitherfortheclassoreach individual as you may be introducing them to words they have never heard of before. This will create their own emotions dictionary.

• Any songs can be used as long as they emphasise emotion. The example songs we have suggested are musically upbeat so if you do not listen to the words they may appear happy, but the lyrics tell a different story.

• Reading the lyrics aloud and exploring their meaning before introducing the song can really help. Children may recommend other songs to listen to afterwards (optional).

• This activity is best to follow on from what the emotion feels like as it looks at other words for emotions.

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Lesson 3

Introduction

Recap on previous activity. Ask the children what you have been talking about. Have another brief discussion about feelings and why it is important to talk about them. Explain to the children that there are many different words to describe emotions.

Activity One

Split the children into groups. This can be done on an individual basis, but group working allows for further discussion on emotions.

Give each group a pile of words and ask them to sort them into four categories: good, bad, not sure and don’t know. Explain that they might not have heard of the words before, and that if this is the case, you can try and work it out before putting into don’t know pile.

Once the groups have completed this exercise, you may want to pick a few examples to discuss. Find out if the groups had similar or different responses certain words such as hostile. Ask the children if there was anything they noticed about their list or any remarks they would like to make about the exercise.

Activity Two

Start with the song most poignant to your lesson. Without using music, begin reading the lyrics aloud as though it is a poem. Ask the children to putuptheirhandiftheyfigureoutwhatthewordsare,butmakesuretheydon’t shout out what it is.

Recommended song: Jess Glynn - Don’t Be So Hard On Yourself

Whenyouhavefinishedreadingorenoughchildrenhaverecognisedthesong, ask what the song is. Ask what kind of song it is and how it makes the children feel. Discuss how the song is designed to make people dance, then talk about the story behind the song.

Highlight that actually the person in this song is struggling. Go through line by line (you do not need to go through whole song):

“I came here with a broken heart that no one else could see” – What is the person singing? How are they feeling?

“I drew a smile on my face to paper over me” - Again, what are they telling you?

Lesson 3 – Exploring Emotions Further (Part 1 and 2)

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The wounds heal and tears dry and cracks they don’t show So don’t be so hard on yourself, no

Let’s go back to simplicity I feel like I’ve been missing me - how would that look and feel? Was not who I’m supposed to be I felt this darkness over me We all get there eventually I never knew where I belonged But I was right and you were wrong Been telling myself all along

Don’t be so hard on yourself, no Learn to forgive, learn to let go Everyone trips, everyone falls So don’t be so hard on yourself, no ‘Cause I’m just tired of marching on my own Kind of frail, I feel it in my bones Oh let my heart, my heart turn into stone So don’t be so hard on yourself, no

You can pick as many lines out the song to discuss as you want. Highlight to the children that we hear people’s feelings all the times but in some cases like this, you don’t understand the message.

Play the song.

Exploring other songs:

Hand out other examples of songs like this and ask them about the story. Ask them how the person is feeling and what they are telling us. This works well in a group discussion as it allows children to bounce around ideas. Each group can be given a different song.

Give children time to read and discuss their songs. Ask each group to feedback the story and emotions behind their songs.

Once a group has fedback, play the song. This will encourage engagement and let the children see that they may know words but don’t listen to the stories.

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Lesson4

Lesson 4 – Emotional Behaviour (parts one and two)


Resources Required:

• Part 1: two balloons (optional to give each child a balloon depending on class/group)

• Part 2: role play scenarios

• props(optional–notrequiredaschildrenhavemorefreedomtobe resourceful without them)

Lesson overview

Thefirstpartofthelessonexploreswhathappenswhenweholdontoemotions. The balloon is a visual representation of what it is like to carry around feelings without sharing them. This lesson aims to encourage children to talk about their emotions and express concerns and worries.

The second part of the lesson explores behaviour and how people can convey messages using behaviour rather than words. This explores how someone may see others behaving as well as how they may behave differently when they experience different emotions. The children may explorefrustrationoftryingtofigureoutwhatisgoingon.

Learning outcomes

• To help children become aware of and able to express their feelings, and develop the ability to talk about them.


• To help children know that we all experience a variety of thoughts and emotions that affect how we feel and behave, and learn ways of managing them.


• To help children understand that there are people they can talk to, and that there are a number of ways in which they can gain access to practical and emotional support to help them and others in a range of circumstances.


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• To help children develop my self-awareness, self-worth and respect for others.

• To help children understand positive things about friendships and relationships but when something worries or upsets them they know who they should talk to.

HWB 0-44b / HWB 1-44b

Teaching points

Part 1: One option is to blow up the balloon until it bursts. This is effective but completely optional depending on how this would make you as a teacher feel.

If the children are given a balloon each, ensure they do not burst the balloon in their faces. They may try and copy this.

Part2:Youcanchangetheroleplaysituation.Thesearejustafewideas.

Before class think of how you will demonstrate the concept, for example: look at your watch, tap it as though you are in a rush; pretend you are puttingonajacket;usetheword‘banana’tosoundsagitatedandharassed.

Ensure you highlight two important messages to the children:

1. Sometimes you will see your friends acting strange and you might not know what is wrong. If there is a change in their behaviour or the way they act, then speak to them. Check are they okay. Do they need to talk? Or tell an adult you think something is wrong.

2. If you are not telling someone like an adult something is wrong, they may think you’re acting strange. Sometimes the way you act is a big indicator something is wrong. This can be frustrating for someone who is trying to help with what is going on.

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Lesson4

Lesson 4 – Emotional Behaviour (parts one and two)

Introduction

Recap about the different things that the class has learned about feelings so far.

Introduce the idea of what might happen when you don’t talk about your feelings. Ask for examples of things they might not want to talk about. Explain that these do not have to be personal.

Balloon 1

Every time the children make a suggestion, blow into the balloon.

After three/four blows, hold the balloon. Ask the children what is happening and what’s going to happen if you keep going.

Encourage more suggestions. Keep blowing into the balloon. If you are brave enough, keep going until balloon pops, or burst the balloon with yourfingers.

This may startle the children. Ask them what has happened. Ask them if they recognise what their own emotional explosion may look like.

Balloon 2

Option: ask the children to participate.

Again,blowintotheballoonfive/sixtimes.Ifthechildrenareparticipating,ask them to do this as well.

Get them to think of things that they are not talking about or have held ontointhepast.Afterfiveblows,getthemtoholdittheballoonclosed.

Ask them what happens if they hold it in, if they tie it and ignore it.

Now ask them what happens if they let a little bit go.

Explain that they can let it all go by talking about it.

If you or the children tie the balloon, ask them how they are going to deflateitwithouthurtingthemselves.Iftheysuggestpoppingit,talkaboutthe damage it would cause and remind them that the balloon represents a person.

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Activity 2

Split the class into groups.

Divide the role playing scenarios on the next page between them, ensuring they all have different scenarios. Explain each group has different scenarios so it will be harder to guess. Explain they will be acting these out but that they cannot use words, if they have to talk they can only say the word ‘banana’. Encourage them to use ‘banana’ to demonstrate their emotions.

Demonstrateanexampleortwo.Allowforsomelaughterandenjoyment.The more animated the role play, the better.

Each group should pick one scenario and act it out.

Give the groups time to prepare their mini drama.

Ask one group at a time to perform while the others guess what is going on.

This can be done as many times you like. Allow time after the performances to explain that there was a reason behind the activity (see teaching points) and give the children time to discuss their emotions.

Role play scenarios

• Yourfriendhasjusttoldyouareallybigsecretbutyouwanttoshareit with another friend(s). Your friend likes a boy/girl.

• You have been told you are going on holiday and you are really excited.

• You have fallen out with your friend and this makes you really sad. You ask other friends for advice what you should do. You are really upset about it.

• You are going to the doctor because you feel sick.

• You don’t want to get out of bed this morning and your mum made you. Now you are in a bad mood and you are complaining to her that this was unfair.

• You and a friend are going to the swimming pool, but your friend cancels. Youfindoutthathe/shehasgonetothecinemawithanotherfriend.You are angry and annoyed with your friends.

• You have been playing outside with your friends. You won the game of football for the team and you want to tell everyone as it was an important game.

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Lesson4

• You have been visiting your auntie in hospital. She is sick and your family is worried about her. They are all discussing what they should do.

• You are in school and you have a sore head but someone is annoying you. You ask them to stop but they continue to annoy you.

• Your friend has been talking about you behind your back. You are really upsetandwanttofindoutwhytheyhavebeendoingthis.

• You are going to the school disco but can’t decide what to wear. You are frustrated and want someone to help you. You ask your friend for ideas. You play around and have a fashion show.

• You are having a big argument with parents. They have grounded you and you don’t want to be grounded.

• You have been picked to compete in the Olympics for your team. You are so excited and want to tell everyone what great a swimmer you are.

• Youhavebeenchallengedtoafightafterschoolbyoneofyourfriends. You think it is silly and want to sort it out with them.

• You are tired and want to go to bed. You get to bed but can’t sleep so you start texting people. Your friends are making you laugh. You think yourmumisgoingtocatchyoubutyouareenjoyingthistoomuch.

• You are worried about your dog. It has been knocked down by a car.

• You feel scared and want to run away. You walk past a gang of people whoarethreateningyouandneedtorun.Youneedtofindsomewhere to hide.

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Resources required:

• newspaper clippings of negative articles around mental health / Google image search ‘media stigma mental illness’

• Facebook meme or funny online pictures about mental health

Lesson overview

This lesson is designed to address the stigma around mental health. It allows children to look at different perceptions of mental illness and challenge these. It introduces the idea of mental illness and how we as a society may view it.

Learning outcomes:

• To help children develop their self-awareness, self-worth and respect for others.

• To help children understand and develop their physical, mental and spiritual wellbeing and social skills.

• To help children acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

• To help children understand stigma and how it is formed.

• To help children understand through contributing their views, time and talents, they play a part in bringing about positive change in their school and wider community.


Lesson 5 – Stigma (Introduction to Mental Health) P

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Lesson 5

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Teaching points:

• Children may be reluctant to use words that they would normally use to describe people in case they get into trouble. (For example, some children know it’s not appropriate to call someone ‘nuts’.) Explain that they can use any word as long as it’s not a swear word. If in doubt, tell them they can ask you if it’s okay to say the word.

• Be prepared for questions. During this lesson, questions such as “Are terrorists mentally ill?” have arisen. A good answer for the questions that may arise is: Research from Manchester University reinforces, most people who commit murder, six out of every seven, do not have a mental health problem. In comparison one in four of people in Scotland will experience some form of mental illness this year. Research also shows that people with mental health problems are more likely to be the victims of crime than the perpetrators. Discussions have occurred aboutmurdersonshowslikeCriminalMinds(whichiscertified15)and Eastenders, and whether serial killers are mentally ill. If you know the answer to any questions you are asked, you can discuss this with the children. If you are not sure, tell the children that you don’t know but will findoutforthenextlesson.Encouragethechildrentoshareexperiences, ideas and questions as much as possible.

• Show a video about stigma. A good example of this is What If You Hear Voices In Your Head? on www.quarriers.org.uk/mentalhealth. You can also use this before next lesson as a reminder of the previous class.

• If you or someone within your school would like to be honest about their mentalhealthstigma,thiswillbebeneficialforthechildren.Ifpossible, share your experiences with the children and allow them to see that you know people affected by mental health. It will make the topic more alive to them and help them see that everyone has mental health and experiencesdifficultfeelingssometimes.’

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Lesson 5

Lesson 5 – Stigma (Introduction to Mental Health)

Introduction

Explain to the children that today we are going to look at mental health stigma.

Ask if anyone knows what stigma means.

Ask the children how they would know if you had a mental health condition. Would they believe you? What would you look like? How would you act?

Definition:

‘Mental health influences how we think and feel about ourselves and others, as well as how we interpret events. It affects our capacity to learn, to communicate and to form, sustain and end relationships. It also influences our ability to cope with change, transition and life events, such as having a baby, moving house, or experiencing bereavement.’

(Friedli2004)

‘A mental illness is a problem that affects mental health (just like a broken leg affects physical health).’

(Well Scotland)

Words activity

Put the children into small groups and ask them to write down any word that they can think of when you say ‘mental illness’. They may require some prompting(givethemtheexampleoftheword‘crazy’and/or‘ill’).

Explain they do not have to name different mental illness, but they can if they would like. (See Teaching Points)

After around ten minutes, ask the children to tell you some of the words. Explain that people have preconceived ideas of mental health conditions. Explain that some people see mental illness in a negative way or stereotype people.

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Newspaper/Facebook meme activity

Introduce the newspaper clippings to the groups. Ask them to look over themandbrieflydiscussthem.Allowthemtoreadthemandthinkaboutwhat the newspapers are saying (see Suggested Headlines). Pick one to discuss with the whole class. For example:

The Sun - Madman in Cockpit

Discuss that the main image of page is not the story about people losing their lives instead of Zayn Malik. If appropriate, give context to the story explain that this was a story of a man who experienced depression and completed suicide byflyingaplanefullofpeopleintotheAlps.

This article itself calls the pilot ‘a madman’. Emphasise that the man has depression but the article paints him as ‘mad’. Explain that they are trying to give a negative view of the person and use a word like ‘mad’ to do this. When doing this, explain to the children that the story is really sad and shocking as so many people died, but that someone who was struggling felt this was the only way to end their pain.

Talk through another headline and article. When selecting the article, explain that headlines are written to sell papers.

Use stories such as 1200 people killed by Mental Patients from 2013 and explainthatthesefiguresweretakenoveraten-yearperiodandhavesince been disputed. The number committed by patients was actually 738 as the others had not been in touch with health services within the past 12 months and cannot be included as patients since they were nolongerreceivingtreatment.Inthisten-yearperiodthefigurescamefrom (2001-2010), 6605 homicides were committed in England. Roughly 666 were committed by mental patients (10%). Source: www.nhs.uk/news/2013/10October/Pages/Does-mental-illness-make-you-more-likely-to-kill.aspx

You could also discuss Britney Spears or a similar celebrity’s story to highlighttheissuethatmanymagazinesandnewspapersusescandaltosellstories. Explain that Britney Spears was a pop star (some of the children will know who she is) who had a mental breakdown which we witnessed andwatchedwithinterest.Weboughtthepapersandmagazinestoseewhat she was up to now. She shaved her head and smashed things, and

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Lesson 5

we watched it all. You may choose to look at a couple of different examples of celebrities who have had similar experiences.

Discuss the Facebook meme “Being popular on Facebook is like sitting at the cool table of a mental hospital.” Explain that we minimise mental health incasualconversationandasjokesonsocialmedia.Showthispicture(below) to the children as example of how we may dismiss mental illness as if it is nothing. Ask them if they have ever said anything like this, or to give examples of similar phrases that they might have heard.

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Lesson 6


Resources required:

• depressionquizworksheet(seewww.quarriers.org.uk/mentalhealth)

• projector/SMARTboard,computerandspeakerstoshowvideos

• beach ball or similar

Lesson overview

This lesson focuses on depression. It outlines the signs and symptoms, and provides opportunities for children to explore what depression is.

Learning outcomes:

• To help children develop their understanding of the human body and use this knowledge to maintain and improve wellbeing and health.




• To help children understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. To help them know that it is not always possible toenjoygoodmentalhealthandthatifthishappensthereis support available.


Lesson 6 – Depression

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Teaching points:

• Throughout the discussion, encourage children to share experiences and stories about depression. If possible share your own experiences: for example, talk about how you became aware of depression.

• Video1–Ifpossible,onlyshowtwo/threeminutes(werecommendnot showingmorethanfiveminutesasthegirlbeginsswearing).Thefirst few minutes will allow for substantial discussion. The video describes what it is like for a young person to experience depression.

• Allowing the children to bounce a beach ball works well as they are interacting with the ball.

• Depression can be hidden. People spend a lot of time putting on a brave face, wearing a mask and smiling. Encouraging people to be more open about mental health will stop this from happening.

• Sometimes depression does not come on due to a big stressful event; instead, it can develop from a series of smaller events.

• When discussing the signs and symptoms of depression or after watching video one, you should explain the link to lesson two. Show the children how many of the symptoms such as feeling sleepy or not wanting to do anything happen within the body, and reinforce that sometimes our feelings have an impact on how our bodies react.

• If they have not come up during discussion, talk about triggers. Explain that someone who has depression may not realise or want people to know how bad things have got. They may try and hide it, but will not be able to hide it forever. Sometimes small things may trigger behaviour to show they have depression: it is not always caused by a big event. It could be something as simple as watching a TV show and starting to cry, then not being able to stop.

• If there is time, encourage the children to draw a picture about depression at the end of the lesson. Allow them to process what they havejustlearned.

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Lesson 6

Lesson 6 – Depression

Introduction

Ask the class how many of them have heard of depression. Does anyone know what it is? What are the symptoms?

Quiz

Askthechildrentocompletethedepressionquiz.

Explain that you want them to answer honestly and put down what they think is right. Explain that it is not about how many answers they know as you will be discussing all aspects of depression and can answer any questions. Encourage group discussions.

Oncethechildrenhavecompletedthequiz,goovertheanswerswiththeclass. Ask them what they answered and discuss part of it. Encourage any questions they may have at this stage.

Definition of depression

What is depression?

“A clinical depression is one that lasts for at least two weeks and affects the person’s emotions, thinking and behaviour. The person may also have physical symptoms. Depression interferes with a person’s ability to work or to have satisfying personal relationships.”

(Source: NHS Health Scotland)

Signs and symptoms: see list

Read out and discuss the signs and symptoms with the class. Explain that depressionisnotjustaboutbeingsad.

Video 1: What Depression Feels Like (See www.quarriers.org.uk/mentalhealth)

Afterwards ask them what they thought about the girl. Could they imagine howthatfelt?Couldtheyseedepressionismorethanjustsadness?Encourage more questions and discuss some of the statements that are emotive or prominent.

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Beach ball activity

Holdthefullyinflatedballupandbounceit.Showthechildrenhowbouncyit is. You may want to let them give it a bounce.

Ask the children to give an example of a life event that may make someone sad or upset. This can be something big or small: for example, an accident.

Say to them “someone has an accident” while letting a small amount of air out of the ball. Close the air hole and bounce the ball. Explain that although there is less air in the ball, it still bounces. Pass the ball around.

Explain someone who had an accident may be off work or school, or may have a plaster cast. Build a story of events. “So this person might have a broken leg and require crutches.” Let more air out and bounce the ball. It is getting harder for the ball to bounce back.

Continue to build the story and let air out of the ball with each statement. “The person has to be off of school a lot because of their broken leg.” “They also need to come in late and leave early.” “They aren’t getting out onto the playground.”

Keep going until the ball can’t bounce anymore. Depending on the situation, you may have to think off the top of your head, but if you are struggling, ask the children what would happen next in the story.

Explain that this represents how someone can develop depression. Explain thatsomepeopleexpresstheirlowmoodasbeingdeflatedandthatiswhyyou use the ball. Explain to the children that not all people who experience these life events will become depressed. Everyone is different: some people have depression and don’t realise, while some people are at more risk of depression than others.

Video 2: I had a black dog, his name was depression

Watch the video at www.quarriers.org.uk/mentalhealth, or read this story from the book. Ask the children if they have any questions.

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Lesson 6

Main signs of depression:

• An unusually sad mood that does not go away

• Lossofenjoymentorinterestinthingsthatwereonceenjoyable

• Tiredness / lack of energy

• Lossofconfidenceinself

• Feeling guilty when not at fault

• Wanting to not be around any more

• Difficultyinconcentrating

• Moving more slowly than usual or being more agitated or unsettled than usual

• Sleep problems - too much or too little

• Appetite problems - eating too much or too little

• Being more emotional or showing almost no emotion

• Thinking badly of themselves

• Believing others think badly of them

• Confusion

• Withdrawing from others or constantly seek reassurance

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Risk factors:

• Distressing and uncontrollable event(s)

• Exposuretostressfullifeevents,e.g.financialdifficulties

• Persistent (ongoing) stress and anxiety

• Lossofajobanddifficultyfindinganewone

• Pregnancy and having a baby

• Some medical conditions

• Stress of having another mental health problem

• Illness which is life-threatening, chronic or associated with pain

• Hormonal changes in women at different times and stages of life

• Lack of exposure to bright light in winter

• Family history of depression

• Having a previous episode of depression

• Adifficultchildhood,includinganearlyandunsupportedbereavement

• Experiencing stigma, discrimination, bullying or harassment

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Lesson 6

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Lesson 7


Resources required:

• drawing paper • pens/pencils • computer,speakersandprojector/SMARTboard

Lesson overview

This lesson explains that anxiety is normal and we all experience it. It is our naturalresponsetoperceiveddangerandwhattriggersourfightandflightresponses. The lesson also covers anxiety disorders.

Learning Outcomes:

• To help children develop their understanding of the human body and be able to use this knowledge to maintain and improve wellbeing and health.


• To help children understand through contributing their views, time and talents, they play a part in bringing about positive change in school and wider community.


• To help children understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. To help them know that it is not always possibletoenjoygoodmentalhealthandthatifthishappens,thereis support available.


Lesson 7 – Anxiety

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Teaching points

• Beforeteachingclass,youmaywanttofindoutmoreaboutanxiety, social anxiety, OCD, PTSD and panic attacks. This will allow you to add your own information and facts into the lesson.

• Linkanxietytofearusinglessontwo.Symptomsoffearandfight/flight responses are the same thing.

• Optional video (depending on class and time) Automatic Thoughts on www.quarriers.org.uk/mentalhealth. This video should be introduced when discussing Dr Glen Schiraldi.

• Dr Schiraldi - Video Fairy Tale/Fantasy is not in the same book as others. Thisjusttalksaboutyourbrainfillingintheblanksormakingupstories.

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Lesson 7

Introduction

Ask the children what you mean by anxiety.

Ask the children to give examples of times that they have felt anxious. What did it look like? What did it feel like?

Drawing activity

Ask the children to imagine themselves getting ready for school in the morning. When they are getting ready, what things do they think or worry about before coming to school? Tell them to draw a picture of this happening. Draw a picture of you standing in your room and all the things you might worry about in the morning.

Prompt children with suggestions such as ‘have I got my homework?’ or ‘have I got everything in my bag?’

Explainthatallexamplesdon’thavetobeaboutschool–theycanbeanything you might think about in the morning. For example, some people might worry about falling out with their sister.

Once the drawings are complete, ask the children to talk about their drawings.

Slides (see PowerPoint presentation)

Showslides2-4

Discuss our body’s natural response anxiety.

Slide5–SeeDefinitionsforTeachers(page36)

Slide7–DiscussesSpecificFormsofAnxiety

Slide8–PanicAttacks

Slide9–OCD

Video: I Have OCD. This Is What It’s Like to Be in My Mind for 3 Minutes - explanation of OCD (see www.quarriers.org.uk/mentalhealth).

Slide11–SocialAnxiety.

Video: You will never see social anxiety the same after watching this - explanation of social anxiety (see www.quarriers.org.uk/mentalhealth).

Video: Social Anxiety Disorder: A Devastating Look Inside The Minds of Social Anxiety Disorder Sufferers –explanationofpanicattacks (see www.quarriers.org.uk/mentalhealth).

Lesson 7 – Anxiety

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Explanation of Dr Schiraldi’s Definitions

Did you know that two people can go through the exact same situation, and have totally different outcomes?

Why does one person handle tragedy more effectively than another?

If both people are capable and bright, what would make the difference?

The way they think.

Weallhaveautomaticthoughts.Theyjusthappentous.We’rejustmindingour own business, and all of a sudden we have a thought. Most people don’t realisetheyhaveanycontroloverwhattheythink.Imean,ifitjustpopsinto your brain, what can you do about it, right?

Turns out, a lot!

When we experience an upsetting event, we can have distorted thoughts. Theyarenotanindicationoflackofintelligence,theyarejustlearnedhabits. They come in several forms. See if you identify with these:

1. Focus on what went wrong, and ignore aspects of life that areenjoyable.

2. Assumeyouknowwhatothersarethinking,jumptoconclusions, or think bad things will certainly happen.

3. Catastrophising: What if this awful thing happens? What if I can’t recover?

4. All-or-nothingthinking.I’m completely competent or I am incompetent. I handled that perfectly or horribly.

5. Shoulds: It’s not fair. It shouldn’t have happened to me. I should be over this by now. I must be absolutely sure nothing can go wrong before I risk again.

6. Thinking your feelings are reality. I feel so anxious, I must be in danger.

7. Overgeneralising: All men let you down. Everything in life is unfair. I can’t do anything right. My whole life stinks.

8. Abusive labeling: I’m a loser. I’m worthless. I’m a coward.

9. Personalising: Why was I singled out? They are out to get me. It must have been my fault. I must have deserved it.

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Lesson 7

10. Blaming: He makes me so… She ruined my life. I’m stressed out because of_____ (my dog, my wife, my horrible childhood, your incompetence, etc).

11. Poorcomparisons:SusanisadoctorandI’mjustamum.Sureshe doesn’t spend any time with her kids, and my kids are great, but look what she does with her life!

12. Regrets: If only I hadn’t… I deserve to be punished for that.

So how do you change your thinking?

Next time you feel yourself getting upset, do three things:

First:Brieflydescribetheupsettingeventandhowyoufeel.Ratetheintensity of the feelings on a scale of 1-10.

Second: Analyse your thoughts. Look at the list above, and see which distorted thoughts are in play. Rate how intensely you believe them.

Third: Challenge the distortions. Talk back to your thoughts! Change the distortionstomorereasonablethoughts:Yesthisisdifficult,butit’sjust a trigger. I can stand it, even if I don’t like it. All I can do is my best. It would be nice to be over this by now, but everyone’s timetable is different. I was out of control and powerless then, but this is a different situation. I’ve learned from mistakes in the past, and I can do so again.

You were created to control your mind, not have your mind control you. This is a tool that can be used to help you change your thinking, move throughproblemsandfindsuccess!

Taken from: The Post-Traumatic Stress Disorder Sourcebook, A guide to healing, recovery and growth, by Glenn R. Schiraldi, Ph.D.

Further resources: www.carrieotoole.com/colorado-life-coach-messed-up-thoughts/

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Lesson 8


Resources required:

• computer,speakersandprojectortoshowvideos

Lesson overview

This lesson is to provide a better understanding of bipolar disorder and explain to children about what it is like to experience psychosis. The aim is to give children a sense that people with bipolar disorder can live normal lives even if they have experienced psychosis.

Learning outcomes

• To help children develop their understanding of the human body and can use this knowledge to maintain and improve wellbeing and health.


• To help children understand through contributing views, time and talents, they play a part in bringing about positive change in their school and wider community.


• To help children understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. To help them know that it is not always possibletoenjoygoodmentalhealthandthatifthishappens,there is support available.


Lesson 8 – Bipolar disorder

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Teaching points:

• Research on bipolar disorder will help you become better informed. A good resource can be found on Mind’s website. See www.quarriers.org. uk/mentalhealth for link.

• Use celebrity examples to explain that people can have bipolar disorder and still work and live life, and that they can recover. Demi Lovato is always a good example as she is a huge advocate of mental health. Other examples include Tom Fletcher from McFly, Stephen Fry and actress Carrie Fisher.

• Many soaps have covered stories on bipolar disorders which some of the children may want to discuss.

• When discussing psychosis, some children may ask about time they experienced a hallucination. Explain that hallucinations do not only occur when someone is experiencing psychosis.

• The activity can be unsettling for children so reinforce to the children only to whisper someone’s name. The children may have a physical reaction to the experience, trying to get the person to stop. If the children really don’t like it, allow them to sit out.

• If there is time at the end, drawing pictures can be a good way for children to process the information given and build good evidence.

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Lesson 8

Lesson 8 – Bipolar disorder

Introduction

Explain to the children that today’s lesson is on bipolar disorder. Ask if anyone has ever heard of this. Do they know anything about it? Do they know what it means?

Explain to the children the name relates to having two poles or extremities. Make reference to the science of north and south poles. Discuss that the illness usually displays two extremes: extreme highs or lows (depression).

Video 1: Explanation of bipolar disorder (see www.quarriers.org.uk/mentalhealth)

Discuss the video and the symptoms of bipolar disorder. Check the children understand the different concepts: that bipolar is a mood disorder, and that there are two types: bipolar 1 and 2. People also experience Cyclomania, Hypermania and periods of depression (Link to lesson 6).

Video 2: Further explanation of bipolar disorder (see www.quarriers.org.uk/mentalhealth)

Discuss psychosis and what this means. Point out to children that psychosis is a symptom of bipolar disorder and not everyone experiences it. Psychosis can also occur in other mental illness. Explain that when people are experiencing psychosis, they are experiencing a different reality. Many people suffering psychosis believe that what they are experiencing is reality and can become anxious when this is questioned. Common symptoms of psychosis are hearing voices, hallucinations, sensing things that aren’t there, confused and disturbed thoughts, and lack of insight and self-awareness.

At this point, you might want to ask the class if they have any questions.

Video 3: I’m bipolar but I’m not… (see www.quarriers.org.uk/mentalhealth)

These are real life examples of people who have bipolar. Emphasise to the children that these people are who have bipolar disorder and are recovering. They are child care workers and war veterans, etc. Pick some of the examples to discuss this with the class.

Invite questions: you may be asked to explain terms like feminist or pixie dream girl.

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Hearing Voices Activity: Adapted from SMHFA Aid training course

Divide class into groups of three.

Explain that two of the children are going to have a conversation about anything they want. Remind them the conservation can be about anything as long as they are not loud enough to disturb the other groups.

Ask the third person from each group over. Quietly explain that they should whisper one person’s name in their ear. Only their name. They should then move onto the next person sitting and whisper in their ear, again saying only their name.

Allowthegroupstotalkforfiveminutes,thenrotatesoeveryonegets a chance to be the whisperer and the talker.

Afterwards, get feedback from the children about how it felt and what they noticed.

Final discussion

Act out some of the movements you observed when talking to the class. Interruptwhatyou’resayingtosay‘shh’or‘notjustnow’.Turnaroundandtalk to people who are not there.

Ask children how they would feel if someone was acting like this. Explain this is where a lot of stigma and images around mental health are formed (linked to lesson 5).

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Lesson 9


Resources required:

• computer,speakersandprojector

Lesson overview

This lesson addresses a variety of different mental illness. The lesson may introduce new terms and illnesses to the children, and will show them how big the scale of mental health issues can be. This lesson will also allow you to recap the previous three lessons.

Learning outcomes:

• To help children develop their understanding of the human body and be able to use this knowledge to maintain and improve wellbeing and health.




• To help children understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positiverelationships.Theyknowthatitisnotalwayspossibletoenjoy good mental health and that if this happens there is support available.


Lesson 9: Overview of Mental Illness

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Teaching points

• This lesson will require some knowledge of a range of mental health conditionsandthedefinitions.Someofthevideoswillexplainparts of the conditions. Here are a list of suggestion websites for more information:

• Jessii Vee from video one is a well-known YouTuber. Some of the children may know about her already. Encourage the children to share some of the things they know about her if you are not familiar.

• Personality disorders slide: when showing this video the children may ask to watch videos on the other two clusters (optional). If you are watching them it is best to skip for couple of minutes as the information is the same as previously video.

• Recovery is the most important message within the lesson. Children need toknowthatrecoveryisnotjustpossiblebutitislikelyforpeoplewho receive the proper treatment and support. Allow enough time to show the recovery videos.

• Encourage questions throughout the lessons. If children ask you somethingyoudon’tknow,writeitdownandexplainyouwillfindout the answer or encourage them to research it themselves and give you the answer.

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Lesson 9

Lesson 9: Overview of Mental Illness

Introduction

Explain to the children you will be looking at a range of mental illnesses today before moving on to other aspects of mental health. Explain that you will be recapping on previous lessons and providing them more information.


Slides 2-3 - Anxiety Disorders: Jessii Vee’s Anxiety Story

From the video, you may want to discuss with the children about how young Jessii Vee was when she started showing symptoms. Shyness can be a common symptom of social anxiety.

Slides 4-5 - Bipolar – Living with bipolar disorder

Use this slide to recap the previous lesson. Invite further questions and ask children what they think about the story in the video.

Slide 6 - Depression

Explain that due to the previous lesson, this section does not need videos. Ask the children what they remember and recap. Go into more details about the types of depressions and the risk factors included with them. If time is anissuesjustchooseoneortwo,e.g.postnataldepressionandSAD.

Slides 7-8 - Personality disorders – information about Cluster B

Introduce personality disorders to the children. Ask the children to talk about their personalities.

Explain that although the names are similar to other mental illnesses, personality disorders are different. These affect people’s personalities and how they interact with others.

Slides 9-10 - Eating disorders – introduction video

Explain to children that there will be a separate lesson looking at eating disorders. Explain the range of eating disorders - this can be brief as anorexia, bulimia and binge eating is discussed in more detail during a future lesson. You may want to focus more on others.

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Slides 11-12 - Schizophrenia

Discussthesimilaritiesanddifferencebetweenschizophreniaandbipolar disorder. Explain that many people can suffer psychosis (link backtohearingvoiceactivity).Highlightrecoveryratesinschizophreniaand explain that many people recover from the condition. The common misconception is that once you are diagnosed, you will have it for life.

Slides 13-15 - Recovery

Show video one – Recovery Story. Ask the children how they feel. Do they believe that someone can get better from mental illness?

Explain to the children that mental illness is like any other illness. You can get better and recovery is possible. Explain that unlike other conditions which affect your brain such as autism and dementia, people can get better after having a mental illness.

Show video two. Explain that some people do require lifelong treatment and battle with their mental illness for many years but can live a happy andfulfillinglife.Recoveryisnotjusttheabsenceofsymptoms:itisaboutbeing able to live life despite of your illness. Some people recover and never experience other episodes of mental illness again.

Show video three.

Ask if anyone has any questions.

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Lesson 10

Lesson 10 – Self Harm


Resources required:

• pen and paper

• computer,speakersandprojector

Lesson overview

This lesson addresses the concept of self-harm. It will explore the idea behind coping strategies and explain risk factors and issues surrounding self-harm.

Learning outcomes:



• Tohelpchildrenlearnaboutwheretofindhelpandresourcesto inform choices.

• To help children assess and manage risk and understand the impact of risk-taking behaviour.

• To help children become aware of and able to express their feelings and develop the ability to talk about them.


• To help children know that we all experience a variety of thoughts and emotions that affect how we feel and behave and learn ways of managing them.


• To help children understand that there are people they can talk to and that there are a number of ways in which they can gain access to practical and emotional support to help them and others in a range of circumstances.


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• To help children understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. To help them know that it is not always possibletoenjoygoodmentalhealthandthatifthishappensthereis support available.


• To help the children learn to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.


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Lesson 10

Teaching points

• Prior to the next two lessons, Self-Harm and Suicide, you may want to have a discussion with parents and your headteachers around consent. We sent an opt-out letter and spoke to parents of children whom these lessons may personally affect.

• Due to the nature of the class, it is important to highlight the seriousness of the lesson. Self-harming behaviour can occur at any age. Encourage the children to discuss any concerns or experiences they have had with self-harm.

• Although slide three does not highlight it, it is important to discuss the use of self-harm through social media. Interesting articles on digital self-harm can be found online. See www.quarriers.org.uk/mentalhealth.

• The video shown in this lesson shows images of self-harm, suicide, drugs andeatingdisorders.ThisistheofficialmusicvideoofDemiLovato’s Believe in Me. The concept shows the struggle she went through with bipolar disorder and other mental health issues. The song is about self-belief and is important to the lesson. You may want to show it again after discussing it. Some children may want it played again as they like the song.

TIP: your class may appreciate a copy of the lyrics.

• Other resources and activities are available on self-harm through Samaritans website, SAMH and other mental health specialists. These could be used alongside lesson or to teach further classes.

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Lesson 10

Lesson 10 – Self Harm

Introduction

Explain to the children today’s lesson will be about self-harm. Ask them what they know about self-harm. Some children will be aware of the concept and have seen images and discussion on social media.

TIP: encourage the discussion about social media and the impact that it has throughout the class.

Drawing/writing exercise:

Ask the children to draw a picture of themselves. Around the picture, they should write examples of things they do when they are angry, sad or upset and what they do to calm down. Encourage the children to be as honest as possible. Explain that these words can be both positive and negative.

TIP: some children will write down positive answers and leave out negative answers like throwing things and punching walls.

Slide 2

Before asking for feedback from the drawing/writing exercise, show the childrenthedefinitionofself-harmshownonslidetwo:

“Self-harm is a behaviour not an illness. It is used by people to cope with distress or to communicate that they are distressed.

It can range from relatively minor self-injury to dangerous and life-threatening behaviour.”

Explain that self-harming is a coping strategy for people who are overwhelmed with emotion. Ask the children for feedback on their exercise. Allow a range of children to feedback the types of things they may do. This will help children consider a range of responses.

TIP: if any of the children bring up punching walls or hurting themselves in any way, explain to them that is version of self-harm. They are displaying abehaviourthatcouldleadtoinjuryorpainduetotheemotionthey are feeling.

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Slide 3

Explain that people may self-harm for many reasons, including using it as coping strategy. It can be a form of communication or a response to trauma. Self-harm can be a response to self-blame, which means that individuals blame themselves for events that have occurred, the situation that they are in or the emotional pain of others. Some people are aware they are blaming themselves and have thoughts like ‘it is my fault my parents are divorcing’, ‘if I wasn’t so weird people would like me’, or ‘it’s all my fault my mum’s upset all the time’.

Highlight to children when someone self-harms, it releases chemicals known as endorphins into the brain. These make the brain believe something good is occurring and can lead to the self-harm being addictive.

Slide 5

Highlight the important facts that not everyone who self-harms is suicidal, but some people do have those feelings and it is important to seek help or talk about this.

It is not attention-seeking: many people will talk about attention-seeking behaviouranddismisssomeone’semotionalpainbysayingthattheyjustwant attention. Explain that this person may need help, and ignoring it or dismissing it can make things a lot worse. We all need help sometimes and if someone is talking about their self-harming, they are asking for help or recognition they are/have been in pain.

Slides 6 and 7

Explain the risks and symptoms to children. You may want to add more, and explain that adolescence and other key events can be triggers for self-harm.

Video (see teaching points) slide 8

Discuss this with children. Ask them what they should do if they are overwhelmed. What they would do if they thought someone was self-harming, or if they had any concerns that someone was struggling?

Explain that they can phone Childline (0800 1111) or visit their website to access one-to-one counselling. Remind them that they can call for any issue, notjustself-harm.

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Lesson 11


Material needed:

• pens and paper

• computer,projectorandspeakers

Lesson overview

This lesson introduces the concept of suicide. The lesson focuses mainly on a class discussion and how suicide impacts on people. It also highlights that people should think before deciding to take their own lives.

Learning outcomes:




• To help children learn to assess and manage risk, to protect themselves and others, and to reduce the potential for harm when possible.


• To help children develop the skills and attributes which they will need for learning, life and work. Help them gain understanding of the relevance of their current learning to future opportunities. This helps them to make informed choices about life and learning.

HWB 3-19a

Teaching points

• Share experiences, if possible. If you know someone who has been affected, sharing this story can help to make the issue real for children and give them a better understanding of how suicide affects people.

• Ensure the children have enough time to draw their pictures at the end of theclass.Explainthatthetopiccanbeemotionalandisamaturesubject to discuss.

Lesson 11 – Suicide

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• During the drawing exercise, some children may ask if they can draw pictures of people who have killed themselves. This is personal to your class. It may be best to say that they can if it’s respectful and does not cause offence, or ask the children to think of another way to express their message.

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Lesson 11

Lesson 11 – Suicide

Introduction

Discuss the term suicide with the children, what it is and what it means. Explaintothechildrenthatsuicideisataboosubject,thatpeopledon’tliketo talk about it.

Ask them why people wouldn’t want to talk about suicide, and why they think we should. Discuss the importance of being about and honest about yourfeelings.Themorepeoplewhodiscussthesubject,themoreacceptedit becomes.

Video 1: ACT Acronym and Personal Experiences - Signs of Suicide (see www.quarriers.org.uk/mentalhealth)

Discuss the following:

• Who are the adults they trust and would talk to?

• If they didn’t have an adult that they trusted, who would they tell?

• If one of their friends told them they were suicidal, what would they do?

Video 2: Personal Story - My Friend Committed Suicide - YouTuber Katherout’s Story of Loss (see www.quarriers.org.uk/mentalhealth)

Discuss the semi-colon mentioned in the video with the class. Ask them how they feel about the saying and thought behind it.

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Drawing exercise

Ask the children to draw a picture of what this lesson means to them.

TIP: some of the children will ask if they can make anti-suicide poster. This a good way to focus the class.

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Lesson 11


Resources required:

• slides • projector,computerandspeakers • blankcardsforeachmemberoftheclass(A4folded)

Lesson overview

This lesson introduces the idea of eating disorders, body image and how they are linked. The class activity will focus on helping to build self-esteem and show the children that even people they do not normally talk to can see good qualities in them.

Learning outcomes

• To help children understand how what they eat, how active they are and how decisions they make about their behaviour and relationships affect their physical and mental wellbeing.

• To help children become aware of and be able to express their feelings, and develop the ability to talk about them.


• To help children know that we all experience a variety of thoughts and emotions that affect how we feel and behave, and help them learn ways of managing them.


• To help children understand the importance of mental wellbeing, and that this can be fostered and strengthened through personal coping skills and positive relationships. To help them know that it is not always possible toenjoygoodmentalhealthandthatifthishappens,thereis support available.


Lesson 12: Eating Disorders

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Teaching points

• More information: Male eating disorders including risks: see www.quarriers.org.uk/mentalhealth

• Anorexia, bulimia, binge eating and others: see www.quarriers.org.uk/ mentalhealth

• Explain to the children that eating disorders are a mental illness. Some people become so ill that they cannot eat. It is not always a choice.

• It is important to point out the signs and how this can affect the way someone looks. They may be losing weight but other side effects can include hair loss or yellowing teeth.

• Either choose to hand out all white cards or ensure you have enough of each colour so every child can pick their favourite. This card will be a keepsake for them.

• Remind children of class conduct before the activity. Outline that they must take this seriously as this could really make a difference to someone in their class when they are having a hard time.

• Some children really struggle writing nice things about people they don’t know or usually talk to. Explain that if they can’t think of something positive they are not thinking hard enough. Give examples such as they ask good questions, they have nice writing, they always smile in class. In one class, the nicest thing one of the girls could write was “you’re in my class”. For this girl, even that was a struggle but she wrote it.

TIP: walk around the circle checking that the children are writing nice things.

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Lesson 12

Introduction

Explain to the children that they are going to be looking at eating disorders. Ask them what they remember/know about them.

Ask them if they know who can develop eating disorders. Answer: anyone.

Slide 2: shows statistics on eating disorders.

Discussthefigures.Explainthatthereis stigma surrounding eating disorders and many people think that only teenage girls are affected by them. This is not true. Older people, young children and men can also be affected.

One of the risk factors for men can be professional sports. If a person must be a certain weight or build to compete in a sport, they may use unhealthy techniques to achieve this and can develop eating disorder.

Slides 3 and 4: anorexia (see teaching points for more information)

Share your own experiences and knowledge.

Open the class up for discussion.

Slides 5-8 (see teaching points for more information)

Share your own experiences and knowledge.

Open the class up for some discussion. Children may struggle with concept of people making themselves sick. It is important to discuss this point.

Slides 9-11

Risk factors, social factors and relationship issues cover all eating disorders.

Before showing slide 12, explain to the children that ‘culture pressures’ means how society believes we should look.

Lesson 12: Eating Disorders

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Show slide 12

Harry Styles. Explain about how magazines,newspapers,etc,want us to believe we should look a certain way. They use Photoshop and other techniques to make celebrities appear ‘perfect’. Invite questions and comments.

Show slides 13 and 14

Model. Explain how we have pressure on us to be thinner, and that not even the models are as thin as the pictures we see. Explain that these images help to create this culture and make us want unattainable weight goals. Invite questions and comments.

Show slide 15

Male model. Image manipulation doesn’tjusthappenwithfemalesinpictures. Ask the children how the picture has been changed. Allow questions and comments.

Slide 16

We have perceptions that our skin should be perfect or that we should look a certain way. Ask what they notice about the last three pictures and point out how different they are. Allow questions and comments.

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Lesson 12

Video 1: Eating Disorders: Treat the mind... not just the body (see www.quarriers.org.uk/mentalhealth)

This video was produced by B-eat and The Fixers. Fixers are young peopleusingtheirpasttofixthefuture.Theyaremotivatedbypersonalexperience to make positive change for themselves and those around them.

Video 2: Beat The Silence (see www.quarriers.org.uk/mentalhealth)

This video explains that men do not always seek help for eating disorders.

Video 3: Multifandom | Never Good Enough (see www.quarriers.org.uk/mentalhealth)

Music video written and designed by a survivor of an eating disorder. This shows clips for TV shows and media highlighting how much pressure we put on girls (take care to point out that this also applies to boys). This is a good video to sum up the lesson so far.

Activity: circle time

Ask each child to bring a pen and arrange their chairs into a circle. Encourage them to bring something to lean on as they will be writing.

Ask each child to write their name on the back of their card then listen to the instructions.

Explain to the children that today you are going to make ‘kind word’ cards.

Over the past few weeks, and especially during today’s lesson, they have learned that when someone is feeling low or struggling, that they can think bad thoughts about themselves. This can put them at greater risk of eating disorders, mental illness and self-harm.

Ask each child to pass the card to the person on their right. Then state that they are going to write one nice thing about the person whose card they are holding. It can be anything as long it is about them, it is personal and it is nice. See teaching notes for examples.

Explain that once they have done this, the card will again be passed to the right. Each time you get a new card, you must write something. Check whose name is on the card to make sure it is personal.

You will keep this going until each person receives their card back.

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Lesson 13


Resources required:

• computer,speakersandprojector • readingparagraphandquestionsonanysubject(oneforeachgroup offive) • card (optional - see activity) • books - any

Lesson overview

Thislessondiscussesattentiondeficithyperactivedisorder,attentiondeficitdisorderandautism.Thechildrenwillexplorethedifferenceandsimilarities between all three conditions. The focus of the lesson is how the conditions impact on individuals as well as their families and friends.

Learning outcomes


• To help children understand and acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

• To help children understand that people can feel alone and can be misunderstood and left out by others. To help them learn how to give appropriate support.


• To help children explore the rights to they and others are entitled, they will be able to exercise these rights appropriately and accept the responsibilities that go with them. To help show them how respect for the rights of others.


Lesson 13 - ADHD and Autism

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Teaching points

• Highlight that these are not mental illnesses. There are differences between these conditions and mental illness.

• ADHD: see www.quarriers.org.uk/mentalhealth

• Autism: see www.quarriers.org.uk/mentalhealth

• Reading paragraphs have not been included as these can be on any subject,andwewouldencouragethatchildrenaregivenaparagraphat their own reading level. You can use their reading books or worksheets.

• If anyone within the class is affected by ADHD, ADD or autism, explain to them that this lesson will be coming up.

• Youmustseekconsentifdiscussingaspecificchildwithintheschool.If the children are already aware of the individual’s condition, it is still good practice to discuss this lesson with the parents.

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Lesson 13

Introduction

Explain to the class that you will be looking at ADHD and autism. State that both ADHD and autism are conditions which affect how people process information. These are not mental illness.

TIP:explaintochildrenatthispointthatwearelookingatthesesubjectsaspart of mental health lessons as people how suffer disabilities are at higher risk of developing mental health issues. This can also affect the wellbeing of family members and carers.

Powerpoint

Slides 2-4

What is ADHD, signs and symptoms.

Slide 5

Video - ADHD Thought Simulator (see www.quarriers.org.uk/mentalhealth)

This video is a simulation of what it may be like for some living with ADHD. Warning: the video can be irritating and cause anxiety. Resist turning it off before the end.

Discusswiththechildren–Whatwasitlike?Whatdidtheynotice?

Explain how you felt about the experience as a teacher.

Slide 6

Slide on ADD

Please note that the diagnosis of ADD is becoming less common and children are usually diagnosed with other conditions within the spectrum.

Slides 7-13

These slides provide a lot of information about autism. During this section, encourage children to discuss their own experiences of people with autism. Explain that there is a spectrum and people are affected in a variety of different ways. This may be highlighted through the discussion.

TIP: Sheldon Cooper from The Big Bang Theory is a good example of high functioning autism.

Lesson 13 - ADHD and Autism

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Video 1 - Temple Grandin – What it feels like to be autistic (see www.quarriers.org.uk/mentalhealth)

This is a short video by Temple Grandin, a person who suffers high functioningautism.Duringthevideo,afilmclipisshownthisisabiopicofher life. Temple Grandin is a professional and has published several books on autism and livestock.

Video 2 - Autism: National Autistic Society - Part 2 (Socially awkward) (see www.quarriers.org.uk/mentalhealth)

This video highlights how people with autism struggle with social situations and use of language. Discuss the situation and check that the children understood the story. Talk them through it, and if you feel it is necessary, play it again.

Video 3 - Autism: National Autistic Society train film (see www.quarriers.org.uk/mentalhealth)

Thisvideohighlightshowdifficultitcanbeforpeoplewithautismtodealwith change. This is based on a true story and highlights how other people may also perceive the behaviour without understanding the person has autism.

Activity

This activity is designed to show how people with autism are bothered by things most people don’t notice. Remember: not everyone with autism has these problems.

Dividetheclassintogroupsoffive.Onestudentineachgroupwillplay the part of someone with autism. The other four people each have differentjobs:

• Person 1

Youwillplaythepartofapersonwithautism.Yourjobistotryand listen to what Person 5 is reading to you so you can answer their questions. Try to ignore everyone else.

• Person 2

Stand behind the student playing the part of someone with autism. Rub the edge of an index card (or piece of cardboard) against the back of their neck. You do not need to rub hard, but keep doing it over and over. You can ask the child to blow on back of person 1’s neck if this is safer.

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Lesson 13

• Person 3

Pat Person 1 on the head and shoulder the entire time.

• Person4

Grab a book (any book will do), lean close to Person 1 and read in a loud voice the entire time. It doesn’t matter if you get it right or what you are reading,justtrytobeloud.

• Person 5 - Using a normal voice, read a paragraph to Person 1 then ask them questions about what you read.

Make sure all the students take a turn being Person 1 before you discuss it. How did it feel to be have so much commotion going on? Did it make them want to scream or get away? Were they able to concentrate on the paragraph being read? What might have helped?

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Lesson14


Resources required:

• small balls of wool - one for each group • blank stickers/pens - enough stickers for whole class • scissors (one pair) • projector,computerandspeakers

Lesson overview

Thislessonfocusesondementia,specificallylookingatAlzheimer’sSyndrome and how it affects sufferers. Children will learn about how the brainworkstomakeconnectionsandhowdifficultthingscanbewhenthese are disrupted.

Learning outcomes

• To help children develop self-awareness, self-worth and respect for others.

• To help children understand and acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

• To help children understand that people can feel alone and can be misunderstood and left out by others. To help them learn how to give appropriate support.


• To help children explore the rights to they and others are entitled, they will be able to exercise these rights appropriately and accept the responsibilities that go with them. To help show them how respect for the rights of others.


Teaching Points

• Some of the children within the class may be have family members who areaffectedbyAlzheimer’s.

• Before class, write on blank stickers: pants, trousers, shirt, socks, shoes andjumper.Youwillneedtoensureeveryoneintheclasshasanitem of clothing. You will be dividing the group into six. If there are children remaining,eitheradditemsofclothingsuchasjacketandhat,ormake a smaller group.

Lesson 14 – Dementia

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Introduction

Explain to the children you will be discussing dementia in today’s lesson. As some of the children may be affected by this, tell the children how hard the disease can be for family members. Explain that there is currently no cure but scientists are working on it. That is can be very hard for not only the people who suffer from it but also for the families and friends of these people.


Slide 2

Video - 5 things you should know about Dementia

Activity: Show slide 3

Ask the children about the picture on the screen. Discuss how the brain has different functions which are located at different parts of the brain. State that dementia is a disease that can prevent the brain from functioning fully and that they are going to demonstrate that.

Divide class into groups of six.

Give each member of the group a sticker.

TIP: try and not hand them in out in order as you want the connections to cross over. If possible, have socks on the opposite side from shoes, etc.

Give each group a ball of wool. Get someone to hold the end and pass it round the circle clockwise. Ensure they keep hold of the wool.

Getthegrouptodecidewhatitemofclothingtheyputonfirst–pants.Givetheballofwooltothem,ensuringyoustillholdontothefirstwool.Thenpass the ball across to the next item you put on, and so on. The group may have to talk about how they get dressed as some people will do the order differently.

When the ball has been passed around it should look like a circle with awebofconnectionsinside–thebrain.

Walk around the groups and ask the children to think about what functions they need to perform to get ready. What skills do they need? (They can look at slide 3 if required.)

When they have named some, start cutting connections. Move on to next group and repeat.

At the end of the exercise, discuss with the children what has happened to the connection in their brains. For example, socks and shoes are no longer connected, so you may not have the skills to put on socks then shoes.

Lesson 14 – Dementia

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Lesson14

Slide 4

Shows2012stats–Explaintothechildrenthatthesewillbedifferentnow.

Slide 5

Vascular Dementia is caused by reduced blood supply to the brain due to diseased blood vessels. This could be brought on by stroke or other diseases. There are other types of dementia such as Wernicke-Korsakoff syndrome which is alcohol induced.

Forthelesson,focusonAlzheimer’sandVascular.

Slides 6-8

Stages of Alzheimer’s

DiscusswiththechildrenhowAlzheimer’sisaprogressivediseasewiththree obvious stages. The slides explain each of the three stages and the symptoms someone may experience.

Slides 9-10

Lookatthechangesinthebrain.Thisisjustavisualtoexplaintothechildren when someone forgets who they are or thinks they are someone else they cannot help it. Many children may believe that they are not important if a relative forgets them, so reassure them that their brains have become damaged and they may not have the information anymore.

Invite questions and discussion. If children want to share experiences, encourage this.

Video 1 - Jennifer and Trevor’s story - My grandad has dementia - Alzheimer’s Society (see www.quarriers.org.uk/mentalhealth)

This video shows a story of someone who is experiencing dementia and the importance of having people around him to talk about his memories.

Video 2 - Alive Inside: A Story Of Music & Memory Featurette - Documentary (see www.quarriers.org.uk/mentalhealth)

This video shows the power of music. This is important to highlight to the children that although someone is in the later stages of dementia, there may be some way to connect with them. Not everyone will react the same way as Henry, but encourage the children to try.

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Lesson 1


Resources required:

• paper • pens • worksheets • paper plates • computer, speakers and laptop • ball

Lesson overview

These are activities which can be split over a few lessons to look at feelings. This is not a set lesson but will provide ideas on how to explore emotions further with the children in your class.

Learning outcomes


• To help children experience personal achievement and build my resilienceandconfidence.

• To help children understand and develop physical, mental and spiritual wellbeing, and social skills.

• To help children participate in a wide range of activities which promote a healthy lifestyle.

• To help children become aware of and be able to express feelings and develop the ability to talk about them.


• To help children understand that we all experience a variety of thoughts and emotions that affect how we feel and behave, and to learn ways of managing them.


• To help children understand that there are people they can talk to and that there are a number of ways in which they can gain access to practical and emotional support to help them and others in a range of circumstances.


Lesson 1 - We all have feelings

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Teaching points

• Some children will have completed work through PATHs or other emotions-based programmes. If you are already teaching other emotions- based programmes, these activities are optional.

• Theseactivitiescancoverfourorfivelessons.Thebestwaytoseparate them is by emotion, e.g. look at sad on one session, scared in another, etc. Understanding feelings is important before covering other lessons.

• When covering the story When Mom is Sad, some children may openly speak about their own parents or disclose this after the lesson.

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Lesson 1

Lesson 1 - We all have feelings

Activities

Monster Worksheet

See www.quarriers.org.uk/mentalhealth

This worksheet shows three monsters with different emotions. The children then add another emotion on a new piece of paper and stick this on top, thenaddathirdemotion.Thefinaleffectisthatallthreemonstersallhaveaflapbookofthreeemotionstodemonstratethatevenmonstershavemore than one emotion.

Matching Cards


Using these cards, ask the children to match up the emotion to the words ingroups.Playingpairswithsmallgroupshelpstofindoutifthechildrenrecognise which face goes with which emotion.

Emotion Flags

Onaflag,askthechildrentodrawafaceorapersontorepresentanemotionthattheychoose.Whentheyhavefinished,showsomeofthepictures to the children explaining how emotions look different to each person.Youcandisplaytheflagsaftertheactivity.

Happiness

Happiness Shield

Ask the children to draw pictures of things that make them happy inside theshield.Theseimagescouldbepeople,objectsoranypictureofhappiness such as unicorns and rainbow.

Explain to the children that when they are sad, it can help to look at things that make them happy. Advise them to keep their shields in their trays so that they can use it if they are struggling or feeling unhappy in class.

A Jealous Giant by Kaye Umansky

Thisstorylooksattheideaofjealousy,whichmaynothavebeencoveredwhen discussing emotions such as happy, sad, angry and scared. Read the story A Jealous Giant. Ask the children about what happened in the story. Whywasthegiantjealous?Havetheyeverbeenjealous?

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Sadness

Song: Sad, Bad, Terrible, Day


Listen to cheery songs about sadness. Speak to the children about what makes them sad.

Story: When My Mom is Sad by Mary Watson


This story is about a mum with depression. Ask the children about the story. Do all grown ups get sad? How did it make them feel? How would you make someone feel better when they are sad?

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Shield of Happiness

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Angry

Angry Circle Time

Getthechildrentostandinacircle.Throwaballtosomeone–whentheycatch it, ask them to say what makes them angry. Repeat this several times.

After you have completed the activity, as the children questions:

• What does angry look like? (Get them to demonstrate angry faces.)

• How do you know you are angry?

• What do you do to calm down?

Optional: sing If You’re Angry and You Know It (to the tune of If You’re Happy and You Know It)

• If you’re angry and you know it, stamp your feet.

• If you’re angry and you know, shout “No, I won’t.”

• Get the children to suggest the next few verses.

Scared

Read Scott’s Story (opposite) to the class. Throughout, ask the children what is happening and what Scott is scared of.

When the story says ‘stop here’, ask the children to sit in a circle. Ask one of the children to sit in the middle under the blanket. Explain to the class that this is Scott and he is scared.

Ask the other children to give suggestions on how to help when he’s scared. What types of things could make it better?

ThenfinishreadingthestoryandfindouthowScott’smumfoundasolution. Talk about fears and how you might overcome them. You may want to finishtheactivitybygettingchildrentodrawpictures.

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Lesson 1

Scott’s Story

Scott was ten and lived around the corner from the shop. Ever since he was six-and-a-half, he had been able to go to the shop for his mum. It was very safe because there were no roads to cross and the shopkeeper knew him well.

One day on the way home from the shop he noticed men carrying chairs and boxes into the empty house on the corner. “I hope children are moving into that house,” thought Scott, “and I hope there is a boy who is six, who will play with me.”

A few days later Scott was coming home from the shop with milk. As Scott passedthegateonthecorner,hejumped.Outofnowhere,therewasalargebrown dog barking and running at the gate. Scott was afraid the dog would jumpoverthegate.

He was afraid to run in case the dog chased after him. He walked quickly and the barking stopped. Scott’s heart was pounding and his knees were shaking. When Scott got home, his mum was upstairs putting his baby sister to sleep.

He left the milk on the kitchen table and watched TV. Scott said nothing about the dog. He didn’t want to say he was scared. He put a brave face on because he didn’t want his mum to laugh at him.

The next day, Scott’s mum asked him to go to the shop for teabags. “Would love to Mum, but I need to do homework,” he said.

Scott’smumwaiteduntilScottwasfinished,“Okay,offyougonowandgetthose teabags for me.”

Scott had to think quickly of another excuse. “Can’t go, Mum, I need to tidy my room,” he said.

“Why won’t you go?” said his mum. She thought for a moment and said to herself, “How strange, it’s not like him at all.” She began to get a little cross with him. “You know I can’t leave the house because the baby is fast asleep. Scott, go now and get the teabags before the shop closes or no one will have tea.”

“OhMum,whydon’tyoujustbuyeverythingwhenyougotothesupermarket?” asked Scott. “Why do I always have to go to the shops?”

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Stop here and ask the children what is happening in the story.

• Why is Scott avoiding going to the shops?

• What is he doing with his real emotions?

• Why is he doing this? Why does he not tell his mum the truth?

• What is he afraid of?

• What is happening between his mother and himself?

RemindthechildrenofthefrightScottgotwhenthedogjumpedoutandbarked at him. Ask the children if they have ever had a bad fright. Allow the children to share. Then return to the story.

Scott’s mum was angry but she stopped to think for a minute. “I’m surprised at you,” she said. “I thought you liked helping me.”

Scott took a deep breath and spoke very quietly. “I used to, but not anymore.”

“I knew something was wrong. What is it? Come on, tell your mum,” she said.

“It’s those new people who moved into the corner house. They have a large dog and he really scared me. I’m not going past that corner anymore.”

Scott’s mum listened carefully to what had happened. She thought for a while. “Let’s see what we can do about this big dog,” she said. She texted a friend andaskedhertocometothehouseforfiveminutestositwiththebaby.

Scott’s mum took him by the hand and they walked so that they would not be near the dog. When they got to the corner, the dog started barking but Scott held his mum’s hand tightly. She talked about the dog, his colour and how he was trying to protect his property. “You know the dog could be afraid of you. Have you ever looked at it that way?” she said to Scott.

On the way home from the shop, they stayed on the other side of the road. Over the next few days, Scott’s mum kept going with him to the shops. After a time, he realised that although the dog was noisy, he would not harm him.

After about a month he was no longer afraid, and could go to the shop again. “If anything ever frightens you,” said his Mum, “tell me straight away. There is nothing so awful that I will not help you with. Everyone gets scared, you know, but it’s always better to talk to someone about it.”

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Lesson 2


Materials needed

• two apples • tubes of toothpaste (or similar) • paper plates (or similar) • stopwatch • projector,speakersandcomputer

Lesson overview

The lesson discusses the power of words and how they can impact on others. This lesson looks how words can have both positive and negative impacts.

Learning outcomes


• To help children understand and develop physical, mental and spiritual wellbeing and social skills.

• To help children know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As they develop and value relationships, they care and show respect for myself and others.


• To help make children aware that positive friendships and relationships can promote health and the health and wellbeing of others.

HWB 2-44b

Teaching points

• Before the lesson, pick one apple to be the bad apple. Bash it off a table/ surface but try not to damage the skin. If possible, have the apples looking the same on the outside.

• The toothpaste activity can get messy, so allow for clean-up time. If it is easier, show the video before the activity. Just make sure you explain the change of message.

Lesson 2 - Power of Words

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Lesson 2

Lesson 2 - Power of Words

Introduction

Explain to the children that you are going to look at the power of words and how they can impact on people.

Activity 1

Have the group sit in a circle.

Explain that you will pass around two apples. When each person gets the firstappletheyshouldsaysomethingmeantotheappleandpasstothenext person.

TIP: you can name the apples Miss and Mrs Apple.

When they get the other apple, they should say something nice to it.

Pass around the apples and wait until they come back to you. After both apples have circled the group, show the children how they both look okay on the outside. Are the two apples still the same? Can you see how the apples are different?

Cut the bad apple open. What has happened? Ask the group questions:

• If this apple could feel, what might it feel?

• If it could speak, what might it say?

• If it could act out in the world, what might it do?

Cut open the good apple and ask the children how are they different now.

Discuss what happens when we treat others the way we treated the ‘bad’ apple. Explain that when we say bad things to other people, they may look fineontheoutside,butinsidetheyarehurtandbruised.

Ask the children to think about a time that someone has made them feel bad. Ask for some examples.

Explain that they need to think about how these actions could impact on someone or how people could upset you with their words. Ask the children what they should do if they are upset.

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Activity 2

Ask the children to go back to their seats. Hand out paper plates and tubes of toothpaste. Explain to the children that they should roll up sleeves or takejumpersoffiftheyhavelongsleeves.

Ask the children to take the lids off the toothpaste and sit them back on the paper plate. Explain to them they have 10 or 20 seconds to get as much toothpaste out the tube as possible. Ready, set, go! Use a stopwatch and call time.

Now the children have all the toothpaste out, tell them they must put it back in. Explain that you will give them two minutes but they must hurry and ensure they get all toothpaste in and have the tube looking perfect before the end.

TIP: you can egg them on that you need to get the tubes back to the shop, etc.

Stop them after two minutes. Ask the children to show you their toothpaste tube. Ask how managed to get all the toothpaste back in. Was it easy? What happened?

After they answer, explain that the toothpaste can represent your words. Sometime when we are angry, annoyed or not thinking, we say things to people that we don’t mean. We can let the words out very easily, but once they are out there, it is hard to get them back. Discuss this with the class.

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Lesson 2

Video 1: The Power of Words See www.quarriers.org.uk/mentalhealth

Explain to the class that words can be powerful things. Recap on the two activities saying that these both show how negative words can impact on people, but that words can also be used for good. Ask the children how words can be used for good.

Show the video, then discuss it. You may want to show it twice.

The video shows a blind man who is struggling to get donations. A stranger changes his sign and he start to get a lot more. Highlight how changing words can make a difference. Give examples of how that might look in a class e.g. rather than saying ‘I can’t do this,’ change the words to ‘I’m going to try.’

Video 2: Kid President See www.quarriers.org.uk/mentalhealth

Childrenmayfindthisvideofunny,soencouragelaughter.Afterwards,discuss the video. Ask the children how it made them feel and what parts they liked.

Recap

• Ask the children what they were learning about today.

• Ask them how they feel about it. What types of things did they notice about the lesson?

• Sum up the lesson, recapping on how powerful words can be and how kind words can make a huge difference to someone but so can mean ones.

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Lesson 3


Materials needed

• The Lion Inside story • card • scissors • glue • pens • printed worksheets of a tree • printed worksheet of leaves • computer,projectorandspeakers

Lesson overview

Thislessonexplorestheconceptofconfidence.Throughthestoryandactivities,thechildrenwilllookatwhatconfidencemeansandhowtheycanbemoreconfident.

Learning outcomes:

• To help children experience personal achievement and build their resilienceandconfidence.

• To help children make full use of and value the opportunities they are given to improve and manage their learning and, in turn, they can help toencouragelearningandconfidenceinothers.


• To help children understand through contributing their views, time and talents, the children play a part in bringing about positive change in school and wider community.


• To help children understand and value the opportunities they are given to make friends and be part of a group in a range of situations.


Teaching points

• Childrenmayalreadybeawareofwhatconfidencemeans.Thislesson can be used to reinforce knowledge, remind children or teach them new informationaboutconfidence.

• Youmaywanttohaveregularconfidencebuildinglessonswiththe children or even add to their Me Tree throughout the year.

Lesson 3 - Confidence and Self-Esteem

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Introduction

Explaintothechildrenthatwearelookingatself-confidencetoday.Askthemwhatconfidencemeans.

Many children use the word around school but cannot remember what it means.Explaintheconceptofconfidenceandself-esteem.Discusswhyweneeditandhowtherearemanywayspeopleareconfident.

Story

Read The Lion Inside. The book is a good resource to have. If you are unable to source the book, visit www.quarriers.org.uk/mentalhealth.

Circle Time questions

• The mouse is so tiny that nobody ever notices him. How do you think this makes him feel?

• Has there ever been a time when you felt alone? Or too shy and quiet to say anything?

• Themouserealisesthat“ifyouwantthingstochange,youfirsthaveto change YOU.” What does this mean?

• The lion impresses all of the other animals. Think of somebody who impresses you. How could you impress someone?

Optional activity

Visit www.quarriers.org.uk/mentalhealth for a link to resources for The Lion and the Mouse. You can print off pictures and instructions on how to make pop up pictures.

TIP: ratherthanawholefive-pagebook,youmaypreferonepicture.

Give children the pictures to colour in. Follow the instructions on how to make pop-up cards.

Askthechildrentowriteasentenceaboutwhattheythinkconfidencelookslike.Whatdoesitfeellike?Whatbitofthestoryshowsconfidence?

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Lesson 3

Activity: Me Tree

Giveeachchildaprintoutofthetreepicture,preferablyonA4paper.

PrintoutleafshapesontoA4sheetssothechildrencancutthemoutandstick onto the tree. Ensure that the leaves are big enough to write inside.

Ask the children to write one word in each about what they like about themselves. Explain it is personal to them and not about what their friends like about them. Ask for examples from the children, such as e.g. I can dance, I can sing, my hair, my smile. It can be anything you like about yourself.

Once all leaves have words in them, cut them out and stick them to the tree. This will become a Me Tree.

Explaintothechildrenthatconfidencegrowslikeatree.Themoreyoudosomething, the stronger it grows. The Me Tree will also grow and change asyoulearnanddevelopnewskills.Discusshowconfidenceisn’talwaysabout being the best at something, it’s about learning new things and trying.

Show videos

• Sesame Street: Will.i.am sings “What I Am.” See www.quarriers.org.uk/ mentalhealth.

• Believe in Yourself: A Motivational Song for when you feel like giving up. See www.quarriers.org.uk/mentalhealth.

Botharesongsabouttryingevenwhenthingsaredifficult.Askthechildrento give an example of when they’ve said ‘I can’t do this.’

Recap

• Checkthatthechildrenunderstoodwhatconfidenceis.

• Askwhatbeingconfidentlookslike.

• Ask how they felt during the story.

Me Tree

Leaves

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Materials needed

• computer,speakersandprojector • copies of worksheet • paper and pens

Lesson overview

This lesson begins to explore how everyone is different and unique in their own ways. It provides the children the opportunity to discover what makes them different.

Learning outcomes

• To help children develop their self-awareness, self-worth and respect for others

• To help children acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

• To help children recognise that each individual has a unique blend of abilities and needs. To support them to contribute to making their school community one which values individuals equally and is a welcoming place for all.


Teaching points

• If you have identical twins in your class, it may be interesting to pair them together or have a class discussion on how they are different.

Lesson 4 - Everyone is Different

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Lesson4

Introduction

Introduce the concept that everyone is different. We all have differences, and even twins and children from the same family have differences. We are all unique and special in our own way.

Video 1 I’m Quite Unique (Celebrating Our Differences), see www.quarriers.org.uk/mentalhealth.

Have a discussion with the class about how everyone is different. Explain how some people may like different things e.g. some people might like to be hugged when they are sad while other people may not like hugs; some people may dance when there happy, and some people may talk lots. We are all different and like different things.

Paired activity

Ask the children to get into pairs and discuss two things that are different about them and two things that are the same. Encourage the children to think about what the differences could be: it may be how they look, what they like, how they feel about things.

After a few minutes, ask each pair to tell you one thing that is the same and one that is different.

Ask the children how they feel about the differences. Have they ever noticed these before?

Ask them if there is anyone in the class that they think are most alike.

Worksheet (see included worksheet All about Me on page 23)

Ask the children to circle whatever words or phrases apply to them (e.g. if they have brown hair, they would circle brown hair).

Whenallthechildrenhavefinished,askafewpeopletoreadoutwhatwords they have circled.

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Self-portraits

Draw a picture of what makes you you.

Final activity

This activity can be completed by getting the children to sit in a circle or remain at their desks.

Explain that you are going to make up a song about things some of the class likes. If other people like the same thing, they need to stand up every time we sing the word (e.g. oranges). They must only stand up if they like the thing.

To the tune of Frere Jacques, sing “I like oranges, I like oranges.”

Pick one student ask them to name something they like (e.g. cats), and so on.Singthesongforfiveorsixverses.

Recap

• Ask the children what they learned about today.

• Explain to them having differences is a good thing and we should celebrate our differences.

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Lesson4

I like animals

I have a dog

I have a cat

I have blonde hair

I have curly hair

I have blue eyes

Ilikefilms

Ilikeflowers

I like music

I like to dance

I like hugs from my friends

I am a twin

I have a sister

I like to read

I am an only child

I like to be alone sometimes

I am a good friend

I have lots of energy

I spin in circles

I like to giggle a lot

I don’t like being hugged

I have red hair

I like to swim

I like to play football

I have a brother

I have more than one brother or sister

I like quiet

I am kind

I am caring

I don’t like oranges

I love apples

I eat my fruit and vegetables

I like different foods

I am a fussy eater

I know what I want to be when I grow up

All About Me

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Materials needed

• Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst • worksheet on resilience • props (optional)

Lesson overview

This lesson focuses on teaching the children the meaning of resilience by showing them examples and exploring strategies to overcome difficultsituations.

Learning outcomes


• To help children experience personal achievement and build their resilienceandconfidence.

• To help children become aware of and be able to express their feelings and help develop the ability to talk about them.




Lesson 5 - Resilience

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Lesson 5

Teaching points

• Optionalhandouts:AlexanderSequentialCards–Puttingthestoryin order. See www.quarriers.org.uk/mentalhealth.

• For the activity, it may be nice to give each group a different scenario. This will teach children how resilience looks in a variety of different situations.

• You may want to type up scripts for the children, but it is advisable to let them create the story. You may want prompt cards or to write down the situation the group is doing so that this can help them.

• Lesson can be split if you would like more time to spend on the activity.

• ThereisafilmbasedonthebookAlexander and the Terrible, Horrible, No Good, Very Bad Day. Some of the children may have seen it or suggest the class watch it.

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Lesson 5 - Resilience

Introduction

Today’s lesson is about resilience. If your school regularly uses the word resilience, ask the children what it means.

Many children use the word around school but cannot remember what it means. Explain to them the concept of resilience and why we need it.

Story

Read the story to the class and ask questions like:

• Is Alexander showing resilience?

• What is going wrong for him?

• Whose fault is it these bad things are happening? Are they bad things?

Worksheet

Ask the children to write and draw a picture in each box.

• My family/people who help me when times are tough

• Friends that I can go to when times are tough

• Things I can do when times are tough

• Things I say to myself to help when time are tough

Explain to the children that when things are tough and they need to bounce back, the best thing to do is talk about their feelings. These sheets will help them think about who is important to them and who they can talk to. This also allows them to think about what strategies they can use when they are struggling. Explain that these are good things to think about for when they are in class and something happens they do not like.

Circle Time questions:

• Whatkindsofchangesdopeoplefinddifficult?

• How do I know if I could be struggling with a change?

• What things do other kids do to cope with a big change?

• Who can I talk to if I am struggling with a change?

• Tell me about time when something went wrong or changed. What happened?

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Lesson 5

Circle Time activity

Split the class up in group or complete as a class. Groups may be more manageable.

Ask each group to create a short play in which the characters meet a challenge e.g. changing classes or schools, falling out with friends or losing a sporting match. You may want to get the children to act out some of the answers from the Circle Time questions.

In this story, try to show the feelings at the time of the challenging event, then show what the character does to cope with their emotions and show resilience. Have the other children watch and discuss what story their classmates are describing.

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Resilience

Write or draw in the beach ball things that help you bounce back when timesaredifficultoryouarefeelingupset.

People in my family

Things I can do

My friends

Things I can say to myself

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Lesson 6


Materials needed

• paper

• pens

• worksheet

Lesson overview

This lesson begins to explore the concept of respect and allows the class to create their own set of respect rules. These rules can be used throughout the rest of the school years as part of the codes of conduct.

Learning outcomes


• To help children understand and develop their physical, mental and spiritual wellbeing and social skills

• To help children know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As they develop and value relationships, they care and show respect for myself and others.


Teaching points

• Online story Gilbert the Goat Learns Respect can be added to lesson, if required. See www.quarriers.org.uk/mentalhealth.

Lesson 6 - Respect

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Introduction

Explorethesubjectofrespectwiththechildren.Ensuretheyunderstandthe meaning of the word respect.

Poem

What do you suppose? A bee sat on my nose. Then what do you think? He gave me a wink. And said, “I beg your pardon, I thought you were a garden.”

Discuss the poem and ask the children what part of the poem relates to respect.

List

Ask the children to create a class list of how they show respect. Ask the children to give suggestion on how they can show respect:

• in the classroom

• in the playground

• out of school

Writeallthesuggestionsonalargepieceofpaper.Whenfinished,askthechildren if they agree to the respect rules.

Ask them to write their name on the piece of paper agreeing that they will show respect in these ways.

Complete worksheet (see respect worksheet)

Hand each child their worksheet, and note how many say thank you. Once all worksheets are handed out, discuss this number with children. Explain that they can show respect by saying thank you.

Draw

Ask the children to draw a picture of the bee from the story and include the sentence “I beg your pardon.”

Lesson 6 - Respect

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Lesson 6

Respect

Draw a picture in each box to show how you can be respectful. Write a sentence for each box to describe how you can be respectful.

RESPECT My Teacher

RESPECT My Friends

RESPECT Myself

RESPECT Adults

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