Supporting Mental Health

Overview

This 20-minute assembly-style lesson is designed for mixed Year 7 to Year 11 students and aligns with the National Curriculum for England’s PSHE framework. It aims to build understanding of mental health, promote empathy, teach recognition of mental health struggles, and encourage seeking support. The lesson uses an engaging, age-appropriate script with visual prompts and interactive elements to foster open conversations, tailored especially for lower-ability classes while including differentiation and extension opportunities.

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National Curriculum Links

PSHE Education Core Theme: Health and Wellbeing
KS3-4 Programme of Study Highlights:

• Recognising mental health and emotional wellbeing (DfE, 2021)
• How to seek support and manage feelings
• The importance of maintaining mental wellbeing and resilience
• Developing strategies to manage stress and anxiety

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Learning Objectives

By the end of the session, students will:

• Understand what mental health means and why it matters
• Identify common signs that someone may be struggling mentally
• Know practical ways to support themselves and others
• Feel encouraged and confident to talk openly about mental health

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Success Criteria

• I can explain what mental health is in my own words
• I can recognise at least three signs someone might be struggling
• I can name two ways to seek help or support
• I feel more confident talking about mental health and wellbeing

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Lesson Plan Outline

1. Introduction (3 minutes)

• Teacher script:
  “Good morning everyone! Today we’re going to talk about something really important – mental health. Just like we take care of our bodies, looking after our minds is just as important. Mental health means how we think, feel, and cope with life’s ups and downs.”
• Visual prompt: Slide with a smiling brain image and the definition: ‘Mental Health = Emotional, Psychological & Social Wellbeing.’

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2. What is Mental Health? (4 minutes)

• Teacher script:
  “Mental health is about how we manage stress, relate to others, and make choices. Everyone has mental health, and it’s normal to feel sad, worried, or stressed sometimes. But sometimes these feelings get stronger or last longer – and that’s when we might need support.”
• Interactive activity:
  Quick thumbs-up/thumbs-down quiz: “Is mental health just about mental illness? (Thumbs down!) Is it something important every day? (Thumbs up!)”
• Visual: Slide illustrating ‘Everyday Mental Health’ vs ‘Mental Health Problems.’

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3. Recognising Signs of Struggle (5 minutes)

• Teacher script:
  “Sometimes people might be struggling but they don’t say it. Signs could be: feeling very sad or angry, losing interest in things they like, sleeping badly, or withdrawing from friends and family. It’s important to notice these signs in ourselves and others.”
• Visual: Slide listing signs with emojis for accessibility (sad face, sleeping zzz, no talking icon).
• Activity: Ask students to think-pair-share about a time they or someone they know felt ‘not quite right’. Use simple sentence stems: “I noticed...”, “It made me feel...”

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4. How to Get Help and Support (5 minutes)

• Teacher script:
  “If you or someone you know is struggling, it’s brave and important to ask for help. You can talk to: a trusted adult like a teacher or parent, a school counsellor, or a helpline. Remember, asking for help is a strength, not a weakness.”
• Visual: Slide showing list of trusted people and support services (without URLs, just roles).
• Practical Tips:
  • Create a ‘support circle’ of trusted people
  • Use journaling or calming breaths techniques
  • Take regular breaks and enjoy physical activity
• Prompt: “Who in your life could you talk to if you needed support?” (Voluntary sharing)

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5. Positive Messages and Encouragement (2 minutes)

• Teacher script:
  “Everyone deserves kindness and understanding. You’re not alone, and your feelings matter. Talking openly helps break the stigma – so let’s support each other to feel safe and strong every day.”
• Visual prompt: Slide with motivational quotes like “It’s okay to not be okay” and “Talking helps.”

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6. Wrap-Up & Reflective Question (1 minute)

• Teacher script:
  “Before we finish, think about one thing you’ve learned today that will help you or someone else. Remember, mental health is just as important as physical health.”
• Optional: Quick exit card or sticky note: Write one word about how this assembly made you feel and put it on the board.

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Differentiation Strategies

• For lower ability learners:
  • Use simple language and visual/emotional cues (emojis, images)
  • Provide sentence stems for verbal or written answers
  • Use clear, repetitive key messages
• For EAL and SEND students:
  • Pre-teach key vocabulary (e.g. mental health, support, resilience)
  • Use paired discussion and group work for peer support
  • Provide printed handouts with visuals summarising key points
• For advanced learners:
  • Challenge with reflective question: “How can stigma around mental health be changed in schools?”
  • Encourage writing a short poem or creating a poster about mental wellbeing to display in school

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Extension Activities

• Mental Health Awareness Poster: Create a classroom or corridor display promoting positive mental health messages.
• Mindfulness Minute: Initiate a daily 1-minute breathing or mindfulness exercise to build resilience.
• Peer Support Group Project: Older students can organise informal mental health ambassador sessions for younger peers.
• Research Task: Investigate famous people who’ve talked openly about mental health struggles and share learning.

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This lesson plan is designed to inspire students to value and support mental wellbeing, equipping them with practical knowledge and empathy to foster a positive, inclusive school culture.