Mental Health Factors

Overview

In this second lesson of the unit, students investigate how biological, psychological, and social factors influence mental health. Students also connect these factors to resilience and introduce early stress-management strategies as a foundation for action planning later in the unit.

Learning intentions

• Students will recognise and describe biological, psychological, and social factors that can influence mental health.
• Students will use a Health inquiry model to investigate resilience and stress in a personal health context.
• Students will begin to synthesise information about resilience as a personal health action strategy using PERMA/PERMA+.

Success criteria

• I can identify at least one biological, psychological, and social factor affecting mental health.
• I can explain how stress can influence wellbeing and how resilience can help.
• I can match at least 2 resilience actions to components of PERMA/PERMA+ (including the “+” wellbeing objective elements).
• I can present my findings clearly using an inquiry plan (question, evidence, conclusion).

Curriculum links

• QCAA Health Unit 1 / Stage 2: Plan for action in a personal health context: investigate PERMA and PERMA+ to develop personal skills for wellbeing and resilience.
• QCAA Health Unit 1 / Stage 2: Recognise and describe information about resilience in a personal health context.
• QCAA Health Unit 1 / Stage 2: Comprehend and use the Health inquiry model in relation to resilience in a personal health context.
• QCAA Health Unit 1 / Stage 2: Plan for action by synthesising information to develop an action strategy to influence resilience.

Lesson structure (60 minutes)

1. 0–6 min · Entry routine + hook. Teacher prompts: “Think of a time stress affected your thinking, emotions, or behaviour—what factors seemed involved?” Students write a quick 3-point response: body, mind, and relationships.

2. 6–18 min · Direct teach: the “factor lens”. Teacher explains the three factor categories with examples (biological: sleep, hormones, genetics; psychological: thoughts, coping skills, emotion regulation; social: family, peers, workplace/school belonging, cultural safety). Students complete a one-page “factor sorting” table by placing given examples into the correct category and adding one own example.

3. 18–30 min · Mini activity: stress and resilience connection. Teacher introduces the idea that stress can be influenced by factors, and resilience can buffer impact through skills and supports. Students read a short scenario (provided by teacher) involving a student dealing with change/exams/social conflict, then answer:

• What stressors are present?
• Which factors (biological/psychological/social) are most visible?
• What protective factors or resilience behaviours might already be happening?

4. 30–45 min · Inquiry model: plan an investigation. Teacher models the Health inquiry model steps:

• Ask: “Which factors most affect resilience and stress for this scenario?”
• Gather: “What evidence could be used (personal reflections, reputable info, classroom resources)?”
• Analyse: “How do the factors link to wellbeing outcomes?”
• Decide: “What resilience actions could help?” Students complete a guided inquiry planning sheet for their scenario: one question, three evidence sources they would use (e.g. class notes, credible health resources, personal journal patterns), and a short analysis statement.

5. 45–56 min · PERMA/PERMA+ mapping. Teacher briefly revisits PERMA/PERMA+ components and gives examples of resilience-oriented actions (e.g. gratitude journalling for Meaning/Relationships; exercise for the “+” physical activity; sleep routines for “+” sleep; humour and optimism for Positive emotions). Students choose two resilience actions and map each to at least one PERMA/PERMA+ element, writing a sentence for “How it could reduce stress impact in this scenario.”

6. 56–60 min · Exit ticket. Students answer:

• “One factor that can affect mental health is …”
• “One resilience action I would try is … and I think it helps because …”

Resources

• Guided inquiry planning worksheet (Health inquiry model template)
• Factor sorting table (biological/psychological/social)
• Short scenario card (1–2 pages) aligned to senior secondary experiences
• PERMA/PERMA+ quick-reference card (teacher-made, no external links)
• Student notebook or handout for exit ticket
• Optional: simple classroom timer and projector/board space for modelling

Assessment

• Formative observation during the factor sorting and scenario analysis (accuracy of categorisation and reasoning).
• Guided feedback during inquiry planning (clarity of question and evidence approach).
• Exit ticket check for understanding of factors, resilience connection, and PERMA/PERMA+ mapping.

Differentiation

• Support: sentence starters for scenario questions (e.g. “The stressor appears to be…”, “This is a psychological factor because…”).
• Support: provide an example of a completed PERMA/PERMA+ mapping sentence for students to imitate.
• Extension: ask the student to identify a mismatch or missing factor (e.g. “Which factor might be hidden but important, such as sleep?”) and revise their action mapping.
• SEN/EAL support: allow use of structured prompts and word banks; prioritise concept understanding over length.

Extension (optional)

• SKIP