Children's Mental Health Week
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A practical introduction to recognising emotions, coping strategies and where to find help, ready for Children's Mental Health Week. Students finish knowing what to do if they, or a friend, are struggling.
Mental health is a sensitive topic and some students may have personal or family experience of it, so agree ground rules, avoid asking for personal disclosures, signpost the pastoral team and Childline (0800 1111), and follow the school's safeguarding procedures for any concern.
Check the official Children's Mental Health Week 2027 dates and theme on the Place2Be website before teaching, as both change each year.
What is 'Mental Health'?
Just like physical health, mental health is an essential aspect of overall wellbeing. It affects your thoughts, emotions, relationships, and your ability to handle different situations.
This slide establishes that mental health, like physical health, is something everyone has and that it shapes thoughts, emotions and relationships.
Stretch: Ask students to pair one way of looking after physical health with an equivalent for mental health and justify the match.
Device-Free: Students draw a two-column table headed physical health and mental health, and add one example to each.
What would count as a 'mental health' issue?
This word web draws out what students already understand by a mental health issue and surfaces misconceptions to address sensitively.
Stretch: Ask students to separate everyday feelings, such as nerves before a test, from longer-lasting difficulties that may need support, and explain the difference.
Device-Free: Collect ideas on the board and group them as a class, challenging any stigmatising language as it arises.
Emotions
Did you know that everyone, including you, experiences different emotions? Emotions are feelings that we have inside of us, and they can be happy, sad, angry, scared, excited, and many more. It's normal to feel different emotions at different times, and it's important to express and acknowledge them.
This slide normalises the full range of emotions and makes clear that feeling different things at different times is part of everyday life.
Stretch: Ask students to describe a real situation that might cause two emotions at once, such as moving house, and explain why.
Device-Free: Students list as many emotion words as they can in one minute, then compare lists with a partner.
Identify & Express Feelings
It's important to express your emotions and communicate your needs to trusted adults or friends.
Sharing your feelings can help you feel better and find the support you need.
This slide connects naming feelings with communicating needs, showing why talking to trusted people helps.
Stretch: Ask students how someone could open a conversation about how they feel, and why that wording might make it easier.
Device-Free: Pairs write one opening sentence a student could use to tell a trusted adult they are struggling.
This video adds real-world context to identifying and expressing feelings; preview it in full beforehand to check it is still available and suitable for the class.
Stretch: Ask students to pick one idea from the video and explain how it could help someone their age.
Device-Free: Summarise the key message aloud, then ask students to note one idea they agree with and one they would question.
Coping Strategies
Healthy coping strategies help you manage your emotions and stress. These can include deep breathing exercises, engaging in physical activities, talking to a trusted adult, journaling, practising mindfulness or relaxation techniques, or engaging in hobbies you enjoy.
This slide sets out healthy coping strategies so students see that different approaches suit different people and situations.
Stretch: Ask students to rank the strategies listed for a specific situation, such as exam stress, and justify their top choice.
Device-Free: Students choose one strategy and write when and how they could use it this week.
Self-care
It's important to take care of your own wellbeing. Examples include getting enough sleep, eating nutritious food, exercising and engaging in activities you enjoy. Self-care activities can positively impact your mental health.
This slide links everyday habits such as sleep, food and exercise to mental health.
Stretch: Ask students to explain how one self-care habit could affect another, for example how exercise might improve sleep.
Device-Free: Students sketch a simple weekly plan with one self-care activity for each day.
This second video gives further real-world context on self-care and support; preview it in full before the lesson to confirm it is suitable and still available.
Stretch: Ask students to compare the message of this video with the first one and identify what the two share.
Device-Free: Read out a short summary of the video's main points and ask students to discuss which point they find most useful.
Build Supportive Relationships
It's important to have supportive relationships. Friends and family help you get through tough times.
Be a good listener, empathetic, and supportive of others. Seek help from trusted adults if you or someone you know is struggling with their mental health.
This slide shows how supportive friendships and family relationships protect wellbeing, and what being a supportive friend involves.
Stretch: Ask students to describe what a good listener does and explain why it helps someone who is struggling.
Device-Free: In pairs, students take turns talking for one minute on a neutral topic while the partner practises listening without interrupting.
Seek help when needed!
It's okay to ask for help when you need it. It's important to talk to a trusted adult, such as a parent, teacher or member of the pastoral team, if you are feeling overwhelmed or experiencing persistent feelings of sadness or worry. Seeking help is a sign of strength.
This slide presents asking for help as a strength and names the trusted adults students can turn to; add the names of the school's pastoral staff before teaching.
Stretch: Ask students to explain why some people find it hard to ask for help and what might make it easier.
Device-Free: Students privately write down the name of one trusted adult in school and one outside school.
How would you respond to someone asking for help with their mental health?
This open question gets students evaluating how to respond helpfully to a friend, rather than recalling facts from the previous slides.
Stretch: Ask students to judge when a friend's worry should be passed on to an adult, even if the friend asks for secrecy, and explain why.
Device-Free: Pairs role-play a short, fictional conversation in which one student asks for help and the other responds supportively.
Stigma and Stereotypes
It's important to treat everyone with kindness and respect, regardless of their mental health. Mental health conditions are common and can affect anyone. Be empathetic and don't judge or attach stigma to those who may be struggling.
This slide addresses stigma and stereotypes, reinforcing that mental health conditions are common and deserve the same respect as physical illness.
Stretch: Ask students to identify an example of stigmatising language in everyday speech or the media and suggest a more respectful alternative.
Device-Free: Discuss as a class why stigma might stop someone from asking for help, recording key points on the board.
Remember!
Prioritising your mental health can provide a strong foundation for your overall wellbeing and equip you with the necessary tools to effectively manage any challenges you may encounter as you progress.
This summary slide draws the main messages together and links looking after mental health to managing future challenges.
Stretch: Ask students to name one challenge ahead, such as exams or a change of school, and explain which strategy from the lesson would help most.
Device-Free: Students write one sentence summarising the most useful idea from the lesson.
I understand what to do if I am concerned about my own mental health.
This exit poll checks what students took away by gauging how confident they feel about what to do if worried about their own mental health; follow up privately with anyone who responds negatively.
Stretch: Ask students to explain the first step they would take and who they would speak to.
Device-Free: Students rate their confidence from one to five on a slip of paper and hand it in anonymously.
Use this blank slide to add the school's wellbeing contacts and local support numbers before teaching.
End the lesson by reminding students where to find support in school and outside it.