Children’s Mental Wellbeing for International

Schools
Module 2 – What makes a difference?

Introduction

Welcome to the final module of your course which explains the importance of building resilience and considers what
we can practically do to support children and young people with their mental health.

Building resilience

What is resilience?

Resilience is the ability to develop and live in a positive way and succeed despite stress and adversity that could
result in negative outcomes. It is the ability to maintain positive wellbeing.

Being resilient will protect a person’s emotional and physical wellbeing.

A child or young person whose resilience is growing will:

• have good self-esteem

• have the ability to act on initiative
• trust people
• believe in themselves and not give up easily
• believe in who they are.

To help build resilience among children you could:

• ensure you show, by your words and actions, that you value and respect them
• provide them with a safe space to communicate with a trusted adult
• remind the child it is okay to ask for support
• ensure the child has access to the help they need
• provide the child with a good education
• ensure the child is safe.

To help parents:

• explain to the parent that building resilience in a child is important

• help parents to build skills in positive parenting
• tell them that asking for support is a good thing
• encourage them to use the support network around them, such as grandparents
• provide parents with access to support networks in the area.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
When working with parents it is a good idea to meet them somewhere safe and non-threatening; it may be good to
ask parents and children where they would like to meet.

What makes a difference?

Early intervention

When mental wellbeing is challenged, building resilience and early intervention can be crucial to avoiding long term
entrenched mental health difficulties.

Early intervention means identifying problems and putting in effective support for those who are at risk of poor
outcomes. School staff should have sufficient knowledge to enable them to spot signs of emerging mental health
disorders so that they can make the appropriate referrals on behalf of the child.

Early intervention should include working with the family and the child so that there is a ‘whole system’ approach.
This is especially important as the mental wellbeing of young children is affected by the functioning of the primary
caregivers, as well as those around them.

Taking a whole school approach

Leadership

A whole school approach is vital to promote positive wellbeing for all pupils. This should be led from the top down
and ideally have a named senior member of staff who leads on the strategic vision and models self-care and mental
wellbeing.

The following are recommended when creating a whole school approach:

• mental health and wellbeing policy for pupils

• mental health and wellbeing policy for staff
• mental wellbeing training for staff
• identified lead on mental wellbeing
• named member(s) of staff for initial referral.

Staff training

Early intervention means being proactive rather than reactive, comparable to safeguarding and child protection.
Staff should have the skills to spot signs and symptoms, as well know what to do. Training can take various formats;
for example, using local charities or online learning.

Remember, staff are not expected to become experts in mental health or be able to make a diagnosis. They are
there to spots the sign and have the confidence to know when to get support.

The following websites provide easily accessible training:

• International MHFA Programs.

The Mental Health First Aid qualification is beneficial for key pastoral staff.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • School Mental Health Specialist
This post graduate qualification is aimed at staff who want to work more intensely with students who are
experiencing mental wellbeing challenges.

What can staff do?

A vital component in early intervention is knowing your pupils so that you are able to spot changes in their
emotional presentation - these can be subtle. Here are some things you should do:

1) Be an active listener -
• listen to what is being said
• paraphrase back to the child what they said
• ask open questions
• ask for clarification if you don’t understand
• be attuned to and recognise the child’s feelings
• at the end of the conversation, summarise.

2) Be non-judgmental
3) Use empathy
4) Signpost to the mental wellbeing lead who will have access to local services. Remember you are there to offer
initial support, and then seek professional support if needed.

There are several measurement tools which can be used to help in an initial assessment. They can be administered
by non-clinical staff, some being available in many languages.

These are quick and easy to use:

• Strength & Difficulties Questionnaire

• Pupil Attitudes to Self and School Survey

• The Child Outcome Research Consortium also has information on measurement tools

Children and young people

All young people should…

• Have an adult they trust who helps them through life.

• Have support with getting the very basics in life, like food, clothing, transport and housing.
• Access activities, hobbies and sports.
• Have multiple opportunities to practise problem-solving at home, school and in the wider community.
• Feel safe, and be able to be themselves in their homes, schools and communities.
• Know how to calm themselves down and take charge of their feelings.
• Know what they are good at and feel proud of it.
• Support other people; for example, through volunteering and peer mentoring.
• Be supported to understand what they need to do to build their own resilience and support other people to
build theirs.
• Know that all adults in their lives are enabled to help ALL children build resilience, at any time and in any
place.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Have help to map out a sense of future hope and aspirations.

Pupil voice

Give pupils an opportunity to get involved. Help pupils put in place the things that work for them. It sends the
message that is OK to ask for help and it reassures parents and carers that the mental health of their children is
being treated seriously.

Scenarios

From what you have learned throughout the course think about the following scenarios.

Scenario 1

A 17-year-old boy asks to speak to you. He tells you that he is having trouble sleeping and that he has angry thoughts
all the time. As the conversation progresses, he tells you that he is worried that staff are finding ways to make his
life difficult and that he is not getting the grades he deserves. He gets increasingly agitated and when you try to calm
him down, he tells you that he is hearing voices.

What are the signs and symptoms that would concern you?
What would you do with the information?

Scenario 2

You are a Year 5 teacher and have noticed one of the girls looking very tired and sluggish. When you ask her how she
is, she tells you she is ok but that she isn’t sleeping very well. A couple of weeks later when she is changing for PE,
you noticed some scratches on her arm. You ask her what she was doing which led to the injuries and she tells you
they are cat scratches.

Does this scenario cause you any concerns?

If it does, what elements of the scenario concerns you?

Scenario 3

Tiki asks to speak to you about her friend, Antonio. She tells you that Antonio is always talking about losing weight
and never eats at lunchtime. Instead Antonio spends lunchtime walking around the school rather than sitting down
and chatting with friends.

You speak to Antonio who says he doesn’t eat lunch as he has a very big breakfast and will have dinner when he gets
home. He further tells you that he doesn’t want to sit with friends as they are eating their lunch and he gets bored.

What possible mental wellbeing difficulties may Antonio have?

What are the signs and symptoms?

Scenario 4

Filipe is normally a happy child and always willing to help. Recently you have seen a change in his behaviour.
He has become isolated and unwilling to help. You know he has entry exams coming up.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Are you concerned about Filipe?
If so, why are you concerned?
What can you do to help support Filipe?

Accessing help

Mental health support will depend on where in the world your school is located. The mental wellbeing lead or
safeguarding person should have knowledge of local resources as well as payment methods. You may find the
following online resources useful.

• Mental Health Foundation

• Thrive
• Sane
• Lifeline
• Mentally healthy schools
• Young minds
• Therapist aid
• Childhood
• Centervention
• Child therapy
• Creative therapist
• Your Mental Health Toolkit

Further information

MA Leadership of School Mental Health and Wellbeing Course

This MA is aimed at a Whole School approach and is beneficial for members of SLT who want to develop their
knowledge and strategic skills to create and lead on a Mental Wellbeing strategy.

Summary

In this module we have covered what makes a difference to children and young people’s mental health and
emotional wellbeing. We have also covered what schools, individual teachers and other staff can do to support
children.

This concludes your course and we trust that you have found it useful. You are now ready to complete the
corresponding questionnaire. Click Questionnaire 2 to begin the questions.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.