Mental Health Online P.D.
This online P.D is designed to outline a best practice approach for Mental Health and Student Wellbeing in schools.
It is important within education to prioritise the mental health and wellbeing of students. As stated by the Australian Bureau of Statistics [ABS] (cited in Healey 2012, p. 4),‘Good Mental Health is fundamental to the wellbeing of individuals, their families and the population as a whole.’ When students have poor mental health, their overall health and wellbeing suffers and in turn, so does their educational performance.
Informative Resources:
Student Wellbeing.
Student Wellbeing PDF.
This resource has been created in order to aid new teachers in the understanding of many disorders, problematic behaviours and other incidences that may affect student wellbeing and educative environments from forming.
This resource gives information about such problems and provides new teachers with possible real-life solutions that they can implement within their own classrooms
Department of Education and Training Policies:
There are a number of policies that can be used to support teachers in regards to mental health.
Framework of Student Support Services.
This policy outlines four levels of activity for schools to focus on: primary prevention, early intervention, intervention and postvention (Education Victoria 1999, p. 7). In order to achieve a best practice approach schools should create a strong foundation for supporting student wellbeing through primary prevention strategies.
The key factors to enhance student resilience are:
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A sense of belonging at school.
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A relationship with at least one caring, competent adult.
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Positive social behaviours and problem-solving skills.
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A sense of spiritual and communal belonging.
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Strong family relationships and minimal family stress.
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Peer connectedness.
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(EducationVictoria 1999, pp. 14-16)
These factors can be supported in schools through the primary prevention strategies. These strategies include:
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Practise inclusive teaching and learning.
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Implement comprehensive curriculum to engage all students.
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Encourage supportive relationships.
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Involve parents and community.
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Build mutual respect and promote safety at school.
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Ease transitions.
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Enhance school attendance.
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(EducationVictoria 1999, pp. 17)
Health and wellbeing policy:
The policy outlines that schools should focus on the following principles (DET 2014):
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Maximise access and inclusion.
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Focus on outcomes (Health, learning, development, and wellbeing).
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Evidence informed and reflective practice.
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Holistic approach.
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Person centred and family sensitive practice.
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Partnerships with families and communities.
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Cultural competence.
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Commitment to excellence.
Student wellbeing and learning policy:
The policy outlines that schools must:
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Ensure the curriculum provided is ‘integrated and comprehensive’ (DET 2016), whilst also incorporating the ‘personal and social issues’ of students.
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Provide a ‘flexible, relevant, inclusive and appropriate curriculum’ (DET 2016).
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‘Accommodate student developmental needs’ (VELS) (DET 2016).
Mental health policy:
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This policy outlines that schools should focus on mental health promotion through social and emotional learning, the creation of safe environments and the inclusion of families (DET 2015).
Suicide awareness policy:
The policy outlines that schools must:
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Ensure there are updated policies and procedures (DET 2015).
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Ensure that staff are trained to follow procedures to respond to disclosures.
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Educate students with practical methods of accessing medical and professional services.
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School curriculums should not include ‘suicide specific content’ (DET 2015).
Student Support Services:
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This policy is designed to ensure that schools are ‘informed about student support services available to school networks’ (DET 2015).
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The policy outlines that support services are essential to ‘assist children and young people facing a range of barriers to learning to achieve their educational and developmental potential’ (DET 2015). There are a range of supports that can be provided at ‘individual, group, school and network levels’ (DET 2015).