Seeking Help and Support

Overview

This 90-minute session is the fourth lesson in the "Navigating Mental Wellbeing" unit for Entry 3 students (age 16-25 with SEND). It focuses on recognising common mental health difficulties faced by young people, understanding the importance of seeking help, and identifying trusted sources of support. The lesson aligns closely with the PSHE education programme of study from the National Curriculum for England, emphasising mental health and wellbeing, emotional literacy, resilience and seeking support.

Curriculum Links

National Curriculum for England – PSHE Education (Key Stage 5 / post-16 framework)

Mental Health and Emotional Wellbeing
- Pupils should be taught about:
  - Common mental health difficulties including anxiety and depression
  - How to recognise warning signs of mental health problems
  - The importance of seeking support early and how to do this
  - The range of support available, including trusted adults and external agencies
Developing Emotional Literacy: Understanding feelings and where to get help
Building Confidence and Self-Esteem: Encouraging open communication

This lesson also supports the SEND Code of Practice regarding personalised, accessible wellbeing support and preparing learners for independent living.

Learning Objectives (WALT)

We Are Learning To:
- Identify common mental health difficulties young people may face
- Understand why and when it is important to seek help
- Recognise trusted people and organisations to turn to for support
- Practise the steps to take when help is needed

Success Criteria

I will know I have succeeded when I can:

Name at least two common mental health problems that young people may experience
Explain why it’s important to get help early
Identify at least three trusted sources of support (eg, college mentor, NHS, mental health charity)
Describe what to do if I or someone I know needs help

Resources

Whiteboard and markers
Printed scenarios (simple case studies)
“Support Spotter” cards (pictures/names of trusted sources)
Paper and coloured pencils for mind-mapping
Emotion flashcards
Visual step-by-step guide template for seeking help
Laptop or tablet to show short video clip

Lesson Breakdown

1. Starter Activity (10 minutes)

Emotion Check-In:
- Use emotion flashcards to encourage learners to share how they’re feeling today (verbal/visual communication, support as needed).
Quick chat: Explain today’s WALT and link to previous lessons on mental wellbeing.

2. Introduction to Common Mental Health Difficulties (15 minutes)

Brief, accessible explanation of common difficulties young people face (e.g., anxiety, stress, low mood).
Use simple case studies/scenarios on cards; read aloud and discuss as a class.
Use questioning to check understanding: How might this person feel? What might they find difficult?

3. Understanding the Importance of Seeking Help (15 minutes)

Discuss why getting help early is important (preventing things getting worse, feeling less alone).
Share simple facts and use real-life examples (age appropriate).
Show a short video (3-4 minutes) demonstrating a young person asking for support.
Facilitate discussion: What did you notice about how the person got help? How did it make a difference?

4. Identifying Trusted Sources of Support (20 minutes)

Introduce “Support Spotter” cards with different sources (family, friends, tutors, NHS, mental health charities).
Group sorting activity: Who would you feel comfortable asking for help? Why?
Discuss confidentiality and trust – what that means and why it matters.
Mind-map activity: Create posters showing at least three trusted people/organisations and how they help.

5. Practising the Steps to Take (20 minutes)

Introduce a simple step-by-step visual guide (identify problem, choose a trusted person, talk/share, follow up).
Role-play in pairs or small groups: Practise asking for help using scenarios from starter activity or new ones.
Use sentence starters/prompts for support with communication (e.g., “I feel... and I need help with...”)

6. Plenary and Reflection (10 minutes)

Class discussion: What is one thing you learned today that might help you or someone else?
Complete success criteria self-check (verbal or written, supported as needed).
Introduce next lesson briefly (how to help others with mental wellbeing).

Differentiation

For learners with communication difficulties:
- Use visuals, symbols and emotion cards.
- Provide sentence starters and communication aids.
- Allow alternative communication methods (drawing, sign language).
For learners with lower literacy:
- Use simplified language and oral explanations.
- Support reading of case studies with teacher or peers.
- Use video and audio as additional input.
For learners who find emotional topics challenging:
- Create a safe, supportive environment.
- Give option to observe rather than participate actively in role-play.
- Provide breaks and check-ins as needed.

Extension Activities

Advanced learners:
- Research local mental health organisations and prepare a short presentation on the support they offer.
- Write or create a digital poster/list on when and how to seek help for mental health issues.
- Explore stigma around mental health and discuss ways to challenge it.
Whole class:
- Create a 'Support Wall' – a visual display of trusted people and resources for future reference.

Assessment

Formative assessment through observation during discussions, sorting task, and role-plays (note understanding of concepts and communication).
Use success criteria checklist at plenary for self-assessment supported by the teacher.
Teacher notes to identify learners needing additional support or challenge for future planning.

Teacher Reflection Notes

Ensure sensitivity when discussing mental health to avoid distress.
Emphasise confidentiality and respect in classroom discussion.
Adjust pace and groupings flexibly based on learners’ engagement and comprehension.
Use positive reinforcement to build confidence in seeking help.

This lesson plan aims to empower Entry 3 students with crucial knowledge and skills to recognise mental health challenges and confidently seek support, vital for their personal development and employability skills.