Exploring Depression

Overview

In this lesson (5 of 9) students explore what depression can look like, how it may affect individuals and families, and what supports can help. This builds from earlier lessons on mental wellbeing and resilience by strengthening students’ ability to recognise when extra support is needed and to plan next steps.

Learning intentions

• Students will identify common signs and symptoms of depression in adolescents and young adults.
• Students will explain how depression can affect thoughts, feelings, behaviour, relationships and daily functioning.
• Students will describe the potential impact of depression on families and support networks.
• Students will practise using available mental health resources appropriately and safely.

Success criteria

• I can list multiple signs and symptoms that may indicate depression.
• I can explain (in my own words) how depression can affect an individual and their family.
• I can name at least two types of help/support and when to use them.
• I can contribute to a respectful discussion using appropriate language and boundaries.

Curriculum links

• Recognise and describe information about resilience in a personal health context.
• Comprehend and use the Health inquiry model in relation to resilience in a personal health context.
• Investigate and synthesise information to develop an action strategy to influence resilience in a personal health context.
• Plan for action in a personal health context, synthesising mental wellbeing and resilience as a personal health resource.

Lesson structure (60 minutes)

1. 0–5 min · Settle and engage. Teacher displays the lesson focus: “Recognising depression and finding help”. Students write one sentence: “What do people misunderstand about depression?” (no names, no personal disclosure required).

2. 5–15 min · Direct teach: What depression can look like. Teacher explains that depression is more than “feeling sad”, and introduces a symptoms checklist (emotional, thinking, physical, and behaviour patterns). Students complete a guided note: they circle which symptoms are “often seen” and add one neutral clarification they would tell a friend.

3. 15–25 min · Signs vs impacts quick sort. Teacher provides two columns on the board: “Possible signs/symptoms” and “Impacts”. Students work individually to match 8–10 items, then justify one match using “Because…”.

4. 25–40 min · Impact on individuals and families (scenario discussion). Teacher reads a teacher-created case study (fictional) showing school attendance changes, withdrawal, irritability, and family stress. Students complete a “Think–Say–Help” organiser:

• Think: What might be happening for the individual?
• Say: What might family members notice or feel?
• Help: What supportive actions could help that family? Teacher prompts for respectful language: focus on support, not blame.

5. 40–52 min · Resources and safe action planning. Teacher models a simple action pathway: notice → check in → encourage support → use credible services. Students choose one of three pathways shown on the board (for self, for a friend, or for family concern) and fill in a short plan: “If I’m worried, I will…” with two steps and one resource category (for example, school wellbeing staff, GP, trusted counselling/support services, crisis or emergency supports when immediate danger is suspected).

6. 52–58 min · Formative check: confidence scale + key term recap. Teacher asks students to answer on a sticky note (or a single worksheet section):

• Rate confidence (1–5) in recognising signs of depression.
• Write one key sentence beginning: “Depression may show up as…” Teacher scans for misconceptions (e.g. “it’s just sadness”) and corrects immediately.

7. 58–60 min · Exit ticket (1 minute written response). Students submit: “One sign/symptom I can recognise is ___ and one support I can suggest is ___.”

Resources

• Teacher-prepared symptoms and impacts cards (paper or digital)
• Fictional scenario case study handout
• Think–Say–Help organiser worksheet
• Action pathway template (“notice → check in → encourage support → use credible services”)
• Confidence scale sticky notes or exit ticket slips
• Printed list of school and local support options (teacher-managed; no hyperlinks)
• Non-judgemental discussion ground rules poster (class set)

Assessment

• Matching task (signs vs impacts) to check understanding of depression characteristics and consequences.
• Think–Say–Help organiser to assess students’ ability to explain impacts on individuals and families and propose supportive actions.
• Exit ticket to verify key criteria: recognition of signs/symptoms and naming credible supports.

Differentiation

• Provide sentence starters for scenario responses (e.g. “A possible sign is…”, “Family members may…”, “A supportive action is…”).
• Offer a reduced checklist version for students who need less cognitive load, and an extended version with more items for those ready to challenge themselves.
• Ensure discussion options allow students to stay general (no required personal examples). Use anonymous writing to reduce pressure.
• For students needing additional support, model one example response and then co-construct the second with the class before independent work.

Extension (optional)

• N/A (not requested).