Personal Mental Health Plan

Overview

In this final lesson of the unit, students synthesise learning about mental wellbeing and resilience into a practical personal mental health plan. They select one PERMA+ element to target and translate it into a strategy that includes needs, barriers and enablers, plus self-care, support systems and coping mechanisms.

Learning intentions

• Students will complete a personal needs assessment by combining information about mental wellbeing and resilience.
• Students will develop a personal mental health action strategy using one PERMA+ element.
• Students will identify needs, barriers and enablers and plan resources and methods to respond.
• Students will draft a personal action plan for self-care, support systems and coping mechanisms.

Success criteria

• I can state my chosen PERMA+ element and explain why it suits my personal needs.
• I can write a clear action strategy with specific steps, supports and resources.
• I can identify likely barriers and enablers and adjust my plan accordingly.
• I can include at least one coping mechanism and one support system in my plan.

Curriculum links

• QCAA Health Unit 1 Stage 2: Plan for action in a personal health context — synthesise mental wellbeing and resilience into a personal health resource.
• QCAA Health Unit 1 Stage 2: Plan for action in a personal health context — select one element of PERMA+ to develop a personal action strategy using an issue statement or question.
• QCAA Health Unit 1 Stage 2: Plan for action in a personal health context — identify methodology and resources required to develop the action strategy for one PERMA+ element that addresses needs, barriers and enablers.
• QCAA Health Unit 1 Stage 2: How can resilience be reframed as a personal health action strategy? — apply PERMA+ elements (Positive emotions, Engagement, Relationships, Meaning, Accomplishment, plus physical activity, nutrition, sleep).

Lesson structure (60 minutes)

1. 0–5 min · Opening check-in + purpose. Teacher revisits the unit goal and explains today’s task: finalise a personal mental health plan that is realistic, personal and usable. Students write a quick “today I need…” statement (one sentence).

2. 5–15 min · Model and unpack the plan structure. Teacher displays a simple template (on board/handout) and walks through what each section means:

• Personal needs assessment snapshot
• Chosen PERMA+ element (with an issue statement or issue question)
• Action steps (self-care strategies)
• Support systems (who/what can help and how to access)
• Coping mechanisms (what I do in the moment)
• Barriers and enablers (what may get in the way and what will help) Students highlight the template sections they struggled with most in earlier lessons.

3. 15–30 min · Guided drafting: needs assessment → PERMA+ focus. Teacher circulates and provides prompts for accuracy and realism (e.g., “What evidence from your assessment supports this choice?”). Students complete their needs assessment snapshot and choose one PERMA+ element, then write either:

• an issue statement including a personal need (and optional data/quote from notes), or
• an issue question specifying the PERMA+ element, target group (themselves), and a justice-informed consideration (e.g., access to supports, affordability, inclusion).

4. 30–45 min · Action strategy build: methods, resources, barriers. Teacher explicitly links action strategies to methodology and resources (what method, what tool, when, how often, where). Students fill in:

• At least 3 action steps for the chosen PERMA+ element
• Self-care strategies (e.g., sleep routine, physical activity plan, gratitude practice, connection ritual)
• Coping mechanism(s) for tough times (e.g., a grounding routine, a short activity break, a “reach out” step)
• Support systems (at least 2: one informal, one formal such as a trusted adult, counsellor, GP, or school-based supports)
• Barriers (2) and enablers (2), plus what they will do if barriers happen.

5. 45–56 min · Quality check: make it usable and safe. Teacher gives a checklist for clarity and safety: steps should be specific, not vague; coping actions should not increase harm; supports should be realistic and reachable. Students do a peer/self review using the checklist and revise their plan.

6. 56–60 min · Exit ticket: readiness to act. Teacher asks students to submit one final line: “In the next 7 days, I will…” and one support they can contact if needed. Students turn this in as a quick readiness check.

Resources

• Personal Mental Health Plan template (print or digital)
• PERMA+ quick reference sheet (elements and examples)
• Notes from earlier lessons (needs assessment, resilience strategies, coping mechanisms)
• Highlighters and pens
• Scenario prompt cards for barriers/enablers (optional)
• A simple classroom “support options” reminder list (school and local pathways, as appropriate)
• Timer and checklist card (quality and safety)

Assessment

• Formative: teacher observations during drafting (accuracy of PERMA+ choice, specificity of action steps).
• Formative: checklist review at 45–56 minutes (students confirm coping mechanisms and supports are present and realistic).
• Exit ticket: “next 7 days” action + one support contact (checks readiness and completeness).

Differentiation

• Provide sentence starters for issue statements/questions (e.g., “When I… I feel… so I will…”) and for action steps (“On… I will… for… minutes.”).
• Offer a scaffolded plan format (students can fill in boxes first, then expand in free text).
• For students needing support, provide 2–3 pre-selected coping mechanism options to adapt personally.
• Extension for capable students: refine one action step by adding a measurable goal (frequency/time) and a contingency plan for likely barriers (e.g., when motivation is low).