Target areas
It is vital that school staff realise that they can really make a difference to students’ lives. By recognising that they have a key role to play and understanding the benefits of early intervention teachers can make a profoundly positive contribution to a child’s mental health and their future development.
Supporting school staff through professional learning
KidsMatter professional learning for this component will assist teachers to understand the early signs of children’s mental health difficulties and the benefits of early intervention, which will in turn increase their confidence in assisting their students. Teachers also need to be clear about their specific roles and responsibilities in identifying and intervening with students experiencing mental health difficulties. This includes being clear about the limitations and boundaries of teachers’ role in providing support for children with mental health difficulties.
The challenge for schools
There are a number of challenges for schools in identifying and assisting students who are experiencing mental health difficulties. Some teachers may perceive that it is not their role to become involved in this way with students. However, an important aspect of destigmatising mental health issues is to acknowledge when students are having difficulties and to encourage help-seeking. Teachers may feel they don’t have the skills to deal with mental health issues in their students or may view students’ behaviour problems as issues of discipline, rather than understanding them in the context of the students’ mental health. Professional learning for this component will help schools address these issues.
Three target areas have been identified for Component 4: Early intervention for students experiencing mental health difficulties, each with specific objectives. These are:
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