Mental Health and Support

Overview

In this lesson you will deepen your understanding of mental health, recognise common mental health disorders, and explore where and how support is available in the UK. You will also create and share a resource that helps others access reliable, practical help.

Learning intentions

• WALT understand what mental health is and recognise signs that someone may need support.
• WALT identify common mental health disorders and describe how they can affect thoughts, feelings and behaviour.
• WALT describe sources of support and treatment options, including professional and community services.
• WALT create a clear, supportive signposting resource for a chosen mental health disorder.

Success criteria

• I can name and describe at least two common mental health disorders, including key features.
• I can explain how support and treatment may look in practice (for example, talking therapies, medication where appropriate, self-help, and crisis support).
• I can identify at least three credible support routes in the UK and match them to different needs.
• I can present findings clearly and respectfully, using accurate language.

Curriculum links

• Relationships, sex and health education: how to manage emotions and maintain mental wellbeing, including when and how to seek help.
• Health education: mental wellbeing, recognising issues early, and understanding where to find support.
• PSHE skills: discussing health topics respectfully, evaluating information, and making informed choices about support.

Lesson structure (60 minutes)

1. 0–5 min: Welcome + recall

• Quick discussion: “What does ‘mental health’ include beyond the absence of illness?”
• Students share one key point from their research task (no names of individuals; focus on disorder and support).

2. 5–15 min: Video input and guided notes

• Watch a short, age-appropriate video(s) about mental health and pathways to support.
• Students complete a simple guided note sheet: definition of mental health, common barriers to seeking help, and examples of support.

3. 15–25 min: Workshop—recognising common disorders

• Teacher-led mini input using case scenarios (fictional) describing observable signs and typical experiences.
• In pairs, students label each scenario with a possible disorder and identify likely impacts (thoughts, emotions, behaviour) and what “support” could involve.

4. 25–35 min: Services and support options (UK focus)

• Build knowledge through a structured discussion: who can help, when to seek help, and how support may differ by severity.
• Teacher models a “support ladder” (self-help and peer support → GP and talking therapies → specialist services → urgent/crisis pathways).
• Emphasise reliability: credible services, accurate terminology, and avoiding harmful myths.

5. 35–45 min: Transformation—create a support resource

• Students create a one-page resource (poster or handout) for the disorder they researched.
• Must include: key features, treatment/support options, “where to get help”, and a short message encouraging help-seeking.
• Provide a template to ensure clarity and accessibility.

6. 45–55 min: Present + peer feedback

• 5–7 volunteers share their resource in under 2 minutes; others provide “two stars and a wish” feedback focused on accuracy and usefulness.
• Teacher checks for misconceptions (e.g., stigma, oversimplifying mental illness as “just mood”).

7. 55–60 min: Exit reflection + recap

• Independent reflection: “One thing I now understand better about mental health support is…” and “One question I still have is…”
• Collect resources for quick formative review.

Resources

• Pre-prepared case scenario cards (fictional, non-graphic).
• Video(s) on mental health and support services (no sensational content).
• Guided note sheet template for video input.
• Support ladder graphic (self-help to crisis support).
• Poster/handout template for the transformation task.
• Reference sheets with non-hyperlinked, credible service names for signposting (teacher-provided list).
• “Two stars and a wish” sentence starters.
• Classroom discussion norms reminder (respect, confidentiality, no personal disclosures).
• Dyslexia-friendly printed resources with larger font and high contrast.

Assessment

• Formative: teacher observes pair workshop choices and listens to terminology used in discussions.
• Formative: resource checks for accuracy, appropriate signposting, and clear, respectful language.
• Summative-lite: exit reflection shows understanding of support routes and one remaining question.

Differentiation

• Support:
• Provide sentence starters for workshop answers (“In this scenario, the person may be experiencing…”).
• Offer a partially completed template for the support resource, including prompts for treatments and services.
• Use smaller group roles (reader, summariser, spokesperson) to reduce cognitive load.
• Challenge:
• Ask advanced learners to compare two support routes and explain why someone might choose one over another.
• Include a mini “myth vs fact” prompt linked to students’ chosen disorder.
• EAL:
• Provide key vocabulary in a clear glossary handout (without requiring extended reading).
• Allow verbal explanations and translation of one section of the resource rather than lengthy writing.
• SEN / additional needs (including dyslexia):
• Offer audio-supported reading or teacher-read text versions of service descriptions.
• Use chunked instructions and allow students to create the resource using bullet points and icons.
• Provide extra time and reduce word-count expectations while keeping required elements.

Extension (optional)

• Students write a short “help-seeking script” (80–120 words) for how a young person could ask for support from a trusted adult or service, ensuring it includes urgency guidance where needed.