Self-Harm and Attempted Suicide Response

Mental health and wellbeing and whole-school approaches

Schools play an important role in providing an education environment that is inclusive and positive and can foster the skills and capabilities required to support the mental health and wellbeing of all students.

Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

School staff must be aware of the limitations of their role. It is not the role of an educator to diagnose and determine the appropriate therapeutic intervention.

It is important that you remind the child or young person of conditional confidentiality early in the conversation, particularly if you suspect they are about to make a disclosure regarding their mental health and wellbeing.

Educators can and should engage a young person in a conversation about their mental health and wellbeing, demonstrating genuine curiosity and interest in how they are doing or feeling. Any information you gather provides an indication as to their level of emotional distress and the subsequent actions required to offer appropriate supports and ensure safety. Intervening at the earliest point where changes have been identified offers the greatest potential for improving the mental health outcomes for young people.

For more information, refer to Implementation resource – tips for communicating with students and parents and carers (DOCX).

Understanding mental health and wellbeing and its application within a school setting

The Children’s Wellbeing Continuum supports parents/carers, teachers and service providers to discuss and reflect on wellbeing. The Continuum can support health literacy, and early identification and action when children are struggling.

Children and young people will typically sit at the end of the continuum of positive mental health. They can face adversity and have the resilience to cope with daily stressors. The promotion of help-seeking messages and awareness of factors that foster positive mental health are fundamental to early intervention and prevention of future mental health difficulties.

The process of recognising where students are positioned along the continuum of mental health and engaging them in a conversation to understand the factors that are contributing to their current mental health and wellbeing is also consistent with the SAFEMinds early intervention approach of NIP it in the bud! (Notice, Inquire, Plan).

Whole-school approaches to supporting mental health and wellbeing

Adopting a whole-school approach to mental health is a universal intervention for creating a positive, inclusive and supportive school climate.

Whole-school approaches involve everyone within the school community collaboratively working together and using a consistent approach and messaging, to create a safe and supportive environment for students and staff. This involves school leaders, educators, parents/carers, students and other relevant community members or organisations (for example, OHSC), as they all play a role in supporting the wellbeing of students.

Whole-school approaches extend beyond the classroom and consider how students’ wellbeing can be supported, such as through policies, procedures, practice, staffing, the physical environment, leadership and culture.

Through the Mental Health in Primary Schools (MHiPS) program, every Victorian government and low-fee non-government primary school will receive funding to employ a mental health and wellbeing leader (MHWL) by 2026. MHWLs are qualified teachers registered with the Victorian Institute of Teaching, who work across the school to implement a whole-school approach to mental health and wellbeing for students, staff, and families based on a broad knowledge of the needs of the school community.

The Schools Mental Health Menu includes programs, staff and resources for whole-school approaches. The Menu has 3 tiers of support:

• Tier 1: Positive mental health promotion
• Tier 2: Early intervention and cohort specific support
• Tier 3: Targeted support

By implementing the Child Safe Standards, schools embed strategies, policies and practices that support mental health and wellbeing. The 11 Child Safe Standards support safety and inclusion for mental health and provide a framework for responding to child harm and abuse.

The Respectful Relationships initiative is a whole-school approach that trains teachers and supports schools to model and promote respect, positive attitudes and behaviours. It teaches children and young people to build healthy relationships and their self-confidence. Respectful Relationships embeds a culture of respect and gender equality across the entire school community.

High Impact Wellbeing Strategies (HIWS) are 7 evidence-informed strategies that have a significant effect on student wellbeing. The HIWS form part of a whole-school approach and support educators to promote student wellbeing.

School Wide Positive Behaviour Support is an evidence-based school improvement approach that helps schools to create a positive and supportive learning environment for all students. It focuses on teaching and reinforcing positive behaviours while providing targeted assistance to students who may need extra support, leading to a more successful and inclusive learning community. When implemented well, it ensures that all students receive support to maximise their behavioural, wellbeing and academic growth.

NIP it in the bud! (Notice, Inquire, Plan) – an early intervention approach

NIP it in the bud! is an early intervention approach to recognising and responding to early warning signs of depression, anxiety and emotional distress communicated through self-harm.

The approach supports the whole school community to:

• notice changes in mood and behaviour that may indicate a child is having difficulties managing emotional distress
• inquire sensitively and competently about the child’s circumstances
• plan appropriate first steps and possible referrals within or outside the school setting to support the child.

NIP it in the bud! aims to provide schools and families with the right information and approach to optimise wellbeing and minimise risks within the school setting. For additional information, refer to NIP it in the bud!

Trauma informed approaches to teaching and learning

Trauma informed practice is an evidence-based approach to enhancing student wellbeing. Creating a trauma-sensitive school ensures that all students feel safe, welcome, supported and empowered to engage in their learning.

Trauma informed practices recognise that many young people experience negative life events and that these negative experiences can impact on their behaviour, distress, communication and emotional regulation, and consequently their ability to learn. Educators who are trauma aware can proactively implement strategies and plan teaching and learning activities to support students’ growth and learning.

For more information on creating a trauma sensitive school, refer to Supporting students after distressing events or natural disasters and HITS trauma informed factsheets and resources.