MAKING CONNECTIONS. How MindMatters supports schools in addressing national education priorities and requirements related to student mental health

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1 MAKING CONNECTIONS How MindMatters supports schools in addressing national education priorities and requirements related to student mental health

2 Contents 1 What you need to know 2 What is MindMatters? 3 The framework 4 How MindMatters makes the connections 6 NATIONAL SAFE SCHOOLS FRAMEWORK 7 How MindMatters supports the National Schools Framework 8 THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS AND PRINCIPALS 9 How MindMatters supports The Australian Professional Standards for Teachers and Principals 12 THE AUSTRALIAN CURRICULUM 13 How MindMatters supports the Australian Curriculum 16 THE MELBOURNE DECLARATION 17 How MindMatters supports the Melbourne Declaration 18 What next? 20 References 22 Connections tools 22 MindMatters connections tool 28 Connecting with the National Safe Schools Framework tool 30 Connecting with the Australian Standards for Teachers tool 32 Connecting with the Australian Standards for Principals tool

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4 What you need to know MindMatters provides mental health benefits for your whole school community, leading to better outcomes for your school. When you engage with MindMatters, your school will have a mental health framework that can help you meet national, state and territory requirements, priorities and standards that relate to mental health, wellbeing and behaviour. Here s how it works: Australian schools are required to meet the following national priorities, standards and requirements (referred to as national requirements ): National Safe Schools Framework The Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards The Australian Curriculum The Melbourne Declaration on Educational Goals for Young Australians Meeting these national requirements and implementing appropriate mental health and wellbeing processes can be time-consuming and complex. An effective approach is to use MindMatters overarching framework that connects the different national requirements to a whole school approach to mental health and wellbeing. 1 While every care has been taken in preparing this publication, Beyond Blue Ltd and the Commonwealth of Australia do not, to the extent permitted by law, accept any liability for the injury, loss or damage suffered by any person arising from the use of, or reliance upon, the content in this publication. Commonwealth of Australia This work is copyright. Last updated January 2016

5 What is MindMatters? MindMatters aims to improve the mental health and wellbeing of young people by providing the tools, resources and professional learning needed to build a whole school approach to mental health, wellbeing and social and emotional learning. Here are the basics: MindMatters is a framework. It allows schools to build a mental health strategy that suits their school keeping the best of what they already have in place and providing structure, guidance and support to develop a complete mental health strategy. Promotion, prevention and early intervention are central tenets of the MindMatters framework. MindMatters takes a whole school approach. Everyone staff, students, parents and service providers has a part to play in shaping the school culture through their attitudes, beliefs and behaviours around mental health. MindMatters is evidence based. MindMatters professional learning and resources are based on the latest research in the area of school mental health and wellbeing. MindMatters is practical. The professional learning provides staff with practical advice and guidance so that they can support students to succeed by taking a planned approach to improving their mental health and wellbeing. MindMatters provides blended professional learning. This includes award-winning online professional learning, face-to-face events, webinars and support. MindMatters is free. Schools have unlimited access to professional learning, school planning and survey tools. 2

6 The framework The MindMatters mental health framework is built around four key components: C1 Component 1 Positive school community C2 Component 2 Student skills for resilience C3 Component 3 Parents and families C4 Component 4 Support for students experiencing mental health difficulties The components are explored through a number of online modules covering different topics that can be used individually or in a staff group. Principals Australia Institute project officers provide free face-to-face events and are available to support schools to implement what they have learnt. MindMatters provides a streamlined way to plan your whole school approach to mental health, wellbeing and social and emotional learning including connecting to the national requirements. 3

7 How MindMatters makes the connections The MindMatters connections tool maps MindMatters target areas and objectives (across all of its four components) to the related elements of the different national requirements: When school staff complete this MindMatters professional learning and implement comprehensive and targeted strategies... they cover these national priorities and requirements School leaders can use the connections tool to determine exactly what aspects of the national requirements their staff will be addressing by engaging in MindMatters. They can then identify any gaps, develop targeted strategies and plan any additional professional development needed. MindMatters manageable structure, audit and survey tools help ensure that strategies stay on track. The MindMatters connections tool provides a high-level view of how MindMatters maps to all the national requirements listed. Individual tools have also been developed to help school leaders map the specifics of particular national requirements to their whole school mental health strategy. Here s how that looks: 4

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9 National Safe Schools Framework The National Safe Schools Framework provides all Australian schools with a vision and guiding principles that assist them to develop a positive and safe school environment. 1 The framework is based on the following overarching vision: All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing. 1 The framework acknowledges the strong interconnections between student safety, student wellbeing and learning. 1 It s underpinned by research that shows harassment, aggression, violence and bullying are less likely to occur in a caring, respectful and supportive teaching and learning community. 1 6

10 How MindMatters supports the National Safe Schools Framework MindMatters helps schools meet the nine core elements of the framework by providing: all school staff with professional learning that acknowledges the strong link between student safety, wellbeing, learning and mental health. a manageable structure to organise and take targeted action on promotion, prevention and early intervention. tools and strategies for developing school-wide mental health policies and procedures, and guidance for schools to make strong connections with families and community. The Connecting with the National Safe Schools Framework tool shows how specific MindMatters professional learning modules link to elements of the National Safe Schools Framework. When school staff complete this MindMatters professional learning and implement targeted strategies they cover these elements of the National Safe Schools Framework. This tool is great to use while undertaking school planning and is best used alongside the Safe Schools Hub as a way to ensure all elements of the National Safe Schools Framework are covered. 7

11 The Australian Professional Standards for Teachers and Principals The Australian Professional Standards for Teachers and Principals guide professional learning, practice and engagement. The Standards facilitate the improvement of teacher quality and contribute positively to continuous improvement in teaching. 3,4 8

12 How MindMatters supports the Australian Professional Standards for Teachers and Principals As the MindMatters framework is designed specifically for the professional development of school staff at all levels, it provides an ideal avenue to demonstrate leadership requirements and professional practice as set out in the standards. For school leaders MindMatters offers school leaders a suite of resources, data tools, and supports to lead improvement, innovation and change to create a strong professional learning community and a mentally healthy school. MindMatters provides a platform that demonstrates the Australian Professional Standard for Principals. 4 For school staff MindMatters tools and professional learning not only build capacity and professional practice, they also assist staff to meet key standards set out in the Australian Professional Standards for Teachers. 3 9

13 Whatever stage of their career, MindMatters supports staff to build on, consolidate and increase their professional knowledge for improving the mental health of students at school. The Connecting with the Australian Standards for Principals and Connecting with the Australian Standards for Teachers tools show how specific MindMatters professional learning modules link to the Australian Professional Standards for Teachers and Principals. See example below. When school staff complete this MindMatters professional learning and implement comprehensive and targeted strategies they can easily identify the professional standard they have met. 10

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15 The Australian Curriculum The Australian Curriculum sets consistent national standards to improve learning outcomes for all young Australians. It acknowledges the link between academic outcomes and mental health, and in doing so, sets out greater responsibility for school staff to have an understanding of adolescent mental health and resilience in the context of learning. 5 12

16 How MindMatters supports the Australian Curriculum While MindMatters is not a program, nor does it provide or prescribe the use of particular curriculum resources, it does support school staff and leaders more broadly with planning and implementing the Australian Curriculum. MindMatters does this in a range of ways informed by the latest evidence in student mental health. MindMatters does this by providing: Structure The four component structure of the MindMatters framework is like a support scaffold that schools can use to organise and draw connections between their mental health promotion work and approach to teaching and learning. The structure is flexible and adaptable, allowing schools to build capacity to meet their unique needs and plan targeted strategies for improvement, including the implementation of curriculum programs. Survey tools MindMatters surveys are designed to collect the opinions of school leadership, staff, students, parents and carers. The student surveys can provide useful information to guide curriculum planning. Programs guide The MindMatters online programs guide assists school leaders and their Action Teams to select the social and emotional learning and resilience programs that best fit their need making it easier to explicitly teach skills for resilience in a targeted way. Professional development Twenty online MindMatters modules build school staff knowledge and skills in relation to student mental health, wellbeing and resilience. This supports staff to implement teaching and learning in ways that support student mental health, reduce mental health difficulties and enhance education outcomes. 13

17 For example, here s how the MindMatters Programs guide might support school staff with curriculum planning: School staff use the programs guide to search for social and emotional learning and resilience programs understand how they link to the Australian Curriculum and assess evidence of effectiveness. The MindMatters Connections tool highlights where MindMatters target areas and objectives may best map to two key areas of the Australian Curriculum: The General Capabilities Personal and social capability organising elements self-awareness, self-management, social awareness and social management. 6 Health and Physical Education Personal, social and community health strand. 7 So rather than being a curriculum program itself, the MindMatters framework supports schools with the tools, resources and professional learning to take a setting-based approach to implementing the mental health and wellbeing elements of the Australian Curriculum. 14

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19 The Melbourne Declaration The Melbourne Declaration on Educational Goals for Young Australians sets the educational reform agenda for the next decade and guides the shared action of governments and school sectors in achieving two key goals: Goal 1 Australian schooling promotes equality and excellence. Goal 2 All young Australians become successful learners, confident and creative individuals, and active and informed citizens. 8 The Declaration recognises schools as a significant setting to promote student wellbeing, and like MindMatters, places young people at the centre of what we do in schools. 8 16

20 How MindMatters supports the Melbourne Declaration MindMatters encourages schools to consider their school vision, mission and values through a mental health lens. This provides an opportunity to explore the goals of the Melbourne Declaration as it relates to their school setting. In addition, MindMatters helps schools meet the goals of the Melbourne Declaration by: Staff Helping school staff understand the links between mental health and academic achievement Environment Providing strategies for building a positive school environment that supports student engagement, resilience and positive mental health Partnership Supporting schools to develop partnerships with families, community and local service providers. 17

21 What next? Get started with MindMatters 1 Create a free account at 2 Try a module. (We recommend starting with Module 1.3 What is mental health?). 3 Register for a MindMatters professional learning event through the MindMatters website. ( edu.au/get-involved/events). 18

22 Support Connections tools Use the MindMatters connections tools below to map MindMatters to the national requirements. MindMatters connections tool Connecting with the National Safe Schools Framework tool Connecting with the Australian Standards for Teachers tool Connecting with the Australian Standards for Principals tool Get free guidance and support Contact your local Principals Australia Institute project officer for individual support. They will offer you step-by-step support and assistance to get started with MindMatters and show how it can help you meet national, state and territory requirements /get-in-touch/contact-us 19

23 References 1 Education Services Australia (2010). National Safe Schools Framework. Retrieved February 2016: 2 Education Services Australia. Safe Schools Hub (2016). Retrieved January 2016: 3 Australian Institute for Teaching and School Leadership (2015). Australian Professional Standards for Principals. Retrieved December 2015: 4 Australian Institute for Teaching and School Leadership (2015). Australian Professional Standards for Teachers. Retrieved December 2015: 5 Education Services Australia (2016). Health and Physical Education: Focus Areas. Retrieved January 2016: 6 Australian Curriculum Assessment and Reporting Authority (2016). General Capabilities. Retrieved January 2016: 7 Education Services Australia (2016). Learning Area. Retrieved January 2016: 8 Melbourne Declaration on Educational Goals for Young Australians (2008). Ministerial Council on Education, Employment, Training and Youth Affairs. Retrieved January 2016: Goals_for_Young_Australians.pdf MindMatters is a national mental health initiative for secondary schools developed by beyondblue with funding from the Australian Government Department of Health. 20

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25 C1 MINDMATTERS CONNECTIONS TOOL - COMPONENT 1: POSITIVE SCHOOL COMMUNITY Developing a whole school approach MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. School leadership understands the MindMatters framework and how they can lead MindMatters in their school. b. School leadership develops and implements strategies for integrating mental health and wellbeing into school policy and practice. c. School staff understand the importance of mental health and wellbeing, its impact on learning and academic outcomes and the contribution schools can make to supporting student mental health and wellbeing. d. School staff understand the value of a whole-school community approach to addressing student mental health and wellbeing. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E4 Professional learning E5 Positive behaviour management HPE1 Relationships and sexuality HPE2 Mental health and wellbeing HPE3 Safety LR1 Vision and values LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP3 Leading improvement, innovation and change PP4 Leading the management of the school S1 Know students and how they learn S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community Strengthening relationships, belonging and inclusion MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. School staff understand that positive relationships, a sense of belonging and inclusion are important for a positive school community. b. Relationships, belonging and inclusion are addressed in school planning, policies and practice. c. School leadership identifies and implements specific strategies to strengthen relationships, belonging and inclusion, including opportunities for students, staff and families to be involved in a range of school activities and contribute to school planning. d. Diversity within the school community is reflected in school communication and environment. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E4 Professional learning E5 Positive behaviour management E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership E8 Early intervention and targeted support E9 Partnerships with families and community HPE1 Relationships and sexuality LR3 Personal qualities and social and interpersonal skills PP2 Developing self and others PP4 Leading the management of the school S1 Know students and how they learn S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community 22 E - Elements PSC - Personal and social capability HPE - Health and Physical Education LR - Leadership requirements PP - Professional practices S - Standards TABLE CONTINUES ON NEXT PAGE

26 C2 MINDMATTERS CONNECTIONS TOOL - COMPONENT 2: STUDENT SKILLS FOR RESILIENCE Resilience approaches and programs MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers e. School staff understand typical challenges students face during adolescence and the skills they require to succeed. f. Students understand typical challenges faced during adolescence and the skills they require to succeed. g. Schools understand the range, type and evidence-base of programs available to support student resilience. h. Students participate in evidence-based, skill-based programs within the regular school curriculum. i. School leadership plans and coordinates effective program delivery across the school. j. School staff provide information to parents about the school s skill development programs and seek to work collaboratively with parents to assist skill development. E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership PSC1 Self-awareness PSC2 Self-management PSC3 Social awareness PSC4 Social management HPE1 Relationships and sexuality HPE2 Mental health and wellbeing HPE3 Safety LR2 Knowledge and understanding PP1 Leading teaching and learning PP2 Developing self and others PP3 Leading improvement, innovation and change PP4 Leading the management of the school S1 Know students and how they learn S2 Know the content and how to teach S3 Plan for and implement effective teaching and learning S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community Student empowerment and mental health MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. Schools implement youth-led student empowerment processes to develop skills for resilience. b. School staff are able to support student skill development through their daily interactions. E2 A supportive and connected school culture E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership E9 Partnerships with families and community PSC1 Self-awareness PSC2 Self-management PSC3 Social awareness PSC4 Social management HPE1 Relationships and sexuality HPE2 Mental health and wellbeing HPE3 Safety LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP4 Leading the management of the school S1 Know students and how they learn S2 Know the content and how to teach S3 Plan for and implement effective teaching and learning S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community 23 E - Elements PSC - Personal and social capability HPE - Health and Physical Education LR - Leadership requirements PP - Professional practices S - Standards TABLE CONTINUES ON NEXT PAGE

27 C3 MINDMATTERS CONNECTIONS TOOL - COMPONENT 3: PARENTS AND FAMILIES Meeting parents information needs MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. Schools provide parents with regular information about youth development, emerging youth mental health issues and effective parenting approaches. b. Schools actively promote available programs and services that support the mental health and wellbeing needs of students and families. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E9 Partnerships with families and community N/A LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP4 Leading the management of the school S1 Know students and how they learn S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community Communicating with parents and sharing concerns with parents MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. School staff have knowledge and skills for communicating effectively with parents on youth development and/or mental health issues. b. School staff have skills for initiating conversations with individual parents if worried about their child s emotional health. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E7 A focus on student wellbeing and student ownership E8 Early intervention and targeted support E9 Partnerships with families and community N/A LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP2 Developing self and others PP4 Leading the management of the school S1 Know students and how they learn S2 Know the content and how to teach S3 Plan for and implement effective teaching and learning S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community E - Elements PSC - Personal and social capability HPE - Health and Physical Education LR - Leadership requirements PP - Professional practices S - Standards 24 TABLE CONTINUES ON NEXT PAGE

28 C4 MINDMATTERS CONNECTIONS TOOL - COMPONENT 4: SUPPORT FOR STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES Recognising and responding to students experiencing difficulties MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. School staff have a shared understanding of their role (including boundaries), in supporting students experiencing mental health difficulties. b. School has policies and processes for recognising and responding to students experiencing mental health difficulties, including strategies to help students remain engaged in their schooling. c. School staff understand the main mental health difficulties experienced by adolescents and key factors involved in their emergence. d. School staff can recognise mental health warning signs in students and know the process for facilitating support. e. School staff have knowledge and skills for initiating conversations with students they are worried about. f. Students recognise mental health warning signs and know where help can be accessed. g. Students have knowledge and skills for initiating conversations with peers they are worried about. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E4 Professional learning E5 Positive behaviour management E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership E8 Early intervention and targeted support E9 Partnerships with families and community PSC1 Self-awareness PSC2 Self-management HPE2 Mental health and wellbeing HPE3 Safety LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP4 Leading the management of the school S1 Know students and how they learn S2 Know the content and how to teach S3 Plan for and implement effective teaching and learning S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community h. Students have knowledge and skills for obtaining adult support when helping peers. E - Elements PSC - Personal and social capability HPE - Health and Physical Education LR - Leadership requirements PP - Professional practices S - Standards 25 TABLE CONTINUES ON NEXT PAGE

29 C4 MINDMATTERS CONNECTIONS TOOL - COMPONENT 4: SUPPORT FOR STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES Pathways and programs MindMatters target areas and objectives National Safe Schools Framework Australian Curriculum Professional Standards Principals Professional Standards Teachers a. Services and programs for students experiencing ongoing mental health difficulties are actively promoted across school community. b. Schools have effective linkages with external agencies that support young people and their families including shared policies and procedures. c. Information on internal and external pathways and programs that support youth mental health are actively promoted across the whole school community. d. The school seeks to work collaboratively with families and professionals who are involved in caring for their student s mental health and learning. E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E4 Professional learning E5 Positive behaviour management E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership N/A LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP4 Leading the management of the school S1 Know students and how they learn S2 Know the content and how to teach S4 Create and maintain supportive and safe learning environments S6 Engage in professional learning S7 Engage professionally with colleagues, parents, carers and the community E8 Early intervention and targeted support E9 Partnerships with families and community E - Elements PSC - Personal and social capability HPE - Health and Physical Education LR - Leadership requirements PP - Professional practices S - Standards 26

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31 Connecting with the National Safe Schools Framework tool Use this table to see how each of the MindMatters modules relates to the elements of the National Safe Schools Framework C1 POSITIVE SCHOOL COMMUNITY Target area 1 Developing a whole school approach School leadership School leadership Getting started: Leading MindMatters in your school Using data for planning and success: Identifying school priorities and assessing impacts 1.3 Staff What is mental health?: Understanding core terms and concepts E1 Leadership commitment to a safe school E2 A supportive and connected school culture E3 Policies and procedures E4 Professional learning E5 Positive behaviour management Target area 2 Relationships, belonging and inclusion 1.4 Staff Relationships and belonging: The importance of relationships and belonging for student mental health and academic success C2 STUDENT SKILLS FOR RESILIENCE Target area 3 Resilience approaches and programs 2.1 Staff Adolescent development: What are the typical challenges adolescents face and what skills help them to succeed? E6 Engagement, skill development and safe school curriculum E7 A focus on student wellbeing and student ownership 2.1s Students* 2.2 Staff 2.3 Staff Adolescent development: Getting through the ups and downs of adolescence a little easier Developing resilience: Best practice models for developing student resilience Resilience programs and planning: Effectively delivering resilience programs Target area 4 Student empowerment and mental health 2.4 Staff Empowering students: Empowering students to take care of their own mental health and support others C3 PARENTS AND FAMILIES Target area 5 Information support E9 Partnerships with families and community 3.1 Staff Meeting parents information needs: Effective approaches for providing parents and families with information on youth development and mental health/wellbeing Target area 6 Skills for effective communication 3.2 Staff 3.3 Staff Communicating with parents: Knowledge and skills for communicating effectively with parents and families Sharing concerns with parents: Initiating a conversation with a parent if concerned about their child E - Elements 28 TABLE CONTINUES ON NEXT PAGE

32 Connecting with the National Safe Schools Framework tool (continued) C4 SUPPORT FOR STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES Target area 7 Recognising and responding to students experiencing difficulties E8 Early intervention and targeted student support 4.1 Staff 4.2 Staff 4.3 Staff 4.4 Staff 4.5 Students* 4.6 Students* How schools help students: Practical policies and strategies for helping students who are experiencing difficulties Youth mental health difficulties: Understanding adolescent mental health difficulties and what causes them When should I be concerned?: Recognising when a student may be experiencing difficulties and determining level of concern Helping individual students: Working with colleagues to clarify concerns and skills for initiating conversations with students when worried Understanding friends/peers: Signs my friend/classmate may need help and knowing what support is available Looking after your friends: Practical suggestions for helping a friend Target Area 8 Pathways and programs 4.7 Staff Who can help: Services and program options for young people and their families 4.8 School leadership/ staff Building support pathways: Strengthening links between schools, service providers and community agencies *These modules for school staff can assist planning for student learning. They contain student handouts and activity ideas. E - Elements 29

33 Connecting with the Australian Standards for Teachers tool Use this table to see how each of the MindMatters modules relates to the elements of the Australian Standards for Teachers tool. C1 POSITIVE SCHOOL COMMUNITY Target area 1 Developing a whole school approach School leadership School leadership Getting started: Leading MindMatters in your school Using data for planning and success: Identifying school priorities and assessing impacts 1.3 Staff What is mental health?: Understanding core terms and concepts S1: Know students and how they learn S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/ carers and the community Target area 2 Relationships, belonging and inclusion 1.4 Staff Relationships and belonging: The importance of relationships and belonging for student mental health and academic success C2 STUDENT SKILLS FOR RESILIENCE Target area 3 Resilience approaches and programs 2.1 Staff 2.1s Students* 2.2 Staff 2.3 Staff Adolescent development: What are the typical challenges adolescents face and what skills help them to succeed? Adolescent development: Getting through the ups and downs of adolescence a little easier Developing resilience: Best practice models for developing student resilience Resilience programs and planning: Effectively delivering resilience programs Target area 4 Student empowerment and mental health S1: Know students and how they learn S2: Know the content and how to teach it S3: Plan for and implement effective teaching and learning S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/ carers and the community 2.4 Staff Empowering students: Empowering students to take care of their own mental health and support others C3 PARENTS AND FAMILIES Target area 5 Information support 3.1 Staff Meeting parents information needs: Effective approaches for providing parents and families with information on youth development and mental health/wellbeing S1: Know students and how they learn S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/carers and the community S - Standards 30 TABLE CONTINUES ON NEXT PAGE

34 Connecting with the Australian Standards for Teachers tool (continued) C3 PARENTS AND FAMILIES Target area 6 Skills for effective communication 3.2 Staff 3.3 Staff Communicating with parents: Knowledge and skills for communicating effectively with parents and families Sharing concerns with parents: Initiating a conversation with a parent if concerned about their child S1: Know students and how they learn S2: Know the content and how to teach it S3: Plan for and implement effective teaching and learning S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/ carers and the community C4 SUPPORT FOR STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES Target area 7 Recognising and responding to students experiencing difficulties 4.1 Staff 4.2 Staff 4.3 Staff 4.4 Staff 4.5 Students* How schools help students: Practical policies and strategies for helping students who are experiencing difficulties Youth mental health difficulties: Understanding adolescent mental health difficulties and what causes them When should I be concerned?: Recognising when a student may be experiencing difficulties and determining level of concern Helping individual students: Working with colleagues to clarify concerns and skills for initiating conversations with students when worried Understanding friends/peers: Signs my friend/classmate may need help and knowing what support is available S1: Know students and how they learn S2: Know the content and how to teach it S3: Plan for and implement effective teaching and learning S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/ carers and the community 4.6 Students* Looking after your friends: Practical suggestions for helping a friend Target Area 8 Pathways and programs 4.7 Staff 4.8 School leadership/ staff Who can help: Services and program options for young people and their families Building support pathways: Strengthening links between schools, service providers and community agencies S1: Know students and how they learn S2: Know the content and how to teach it S4: Create and maintain supportive and safe learning environments S6: Engage in professional learning S7: Engage professionally with colleagues, parents/ carers and the community S - Standards 31

35 Connecting with the Australian Standards for Principals tool Use this table to see how each of the MindMatters modules relates to the elements of the Australian Standards for Principals tool. C1 POSITIVE SCHOOL COMMUNITY Target area 1 Developing a whole school approach School leadership School leadership Getting started: Leading MindMatters in your school Using data for planning and success: Identifying school priorities and assessing impacts 1.3 Staff What is mental health?: Understanding core terms and concepts LR1 Vision and values LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP3 Leading improvement, innovation and change PP4 Leading the management of the school Target area 2 Relationships, belonging and inclusion 1.4 Staff Relationships and belonging: The importance of relationships and belonging for student mental health and academic success LR3 Personal qualities and social and interpersonal skills PP2 Developing self and others PP4 Leading the management of the school C2 STUDENT SKILLS FOR RESILIENCE Target area 3 Resilience approaches and programs 2.1 Staff 2.1s Students* 2.2 Staff Adolescent development: What are the typical challenges adolescents face and what skills help them to succeed? Adolescent development: Getting through the ups and downs of adolescence a little easier Developing resilience: Best practice models for developing student resilience LR2 Knowledge and understanding PP1 Leading teaching and learning PP2 Developing self and others PP3 Leading improvement, innovation and change PP4 Leading the management of the school 2.3 Staff Resilience programs and planning: Effectively delivering resilience programs LR - Leadership requirements PP - Professional practices 32 TABLE CONTINUES ON NEXT PAGE

36 Connecting with the Australian Standards for Principals tool (continued) Target area 4 Student empowerment and mental health LR2 Knowledge and understanding 2.4 Staff Empowering students: Empowering students to take care of their own mental health and support others LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP4 Leading the management of the school C3 PARENTS AND FAMILIES Target area 5 Information support 3.1 Staff Meeting parents information needs: Effective approaches for providing parents and families with information on youth development and mental health/wellbeing LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP4 Leading the management of the school Target area 6 Skills for effective communication 3.2 Staff 3.3 Staff Communicating with parents: Knowledge and skills for communicating effectively with parents and families Sharing concerns with parents: Initiating a conversation with a parent if concerned about their child LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP2 Developing self and others PP4 Leading the management of the school LR - Leadership requirements PP - Professional practices 33 TABLE CONTINUES ON NEXT PAGE

37 Connecting with the Australian Standards for Principals tool (continued) C4 SUPPORT FOR STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES Target area 7 Recognising and responding to students experiencing difficulties 4.1 Staff 4.2 Staff 4.3 Staff 4.4 Staff How schools help students: Practical policies and strategies for helping students who are experiencing difficulties Youth mental health difficulties: Understanding adolescent mental health difficulties and what causes them When should I be concerned?: Recognising when a student may be experiencing difficulties and determining level of concern Helping individual students: Working with colleagues to clarify concerns and skills for initiating conversations with students when worried LR2 Knowledge and understanding LR3 Personal qualities and social and interpersonal skills PP1 Leading teaching and learning PP2 Developing self and others PP4 Leading the management of the school 4.5 Students* 4.6 Students* Understanding friends/peers: Signs my friend/classmate may need help and knowing what support is available Looking after your friends: Practical suggestions for helping a friend Target Area 8 Pathways and programs 4.7 Staff Who can help: Services and program options for young people and their families 4.8 School leadership/ staff Building support pathways: Strengthening links between schools, service providers and community agencies *These modules for school staff can assist planning for student learning. They contain student handouts and activity ideas. LR - Leadership requirements PP - Professional practices 34

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