1. SESSION OUTLINE
What is HeadStart and how does it work in schools?
Why is well-being under threat?
“Resilience”, “Mental Health”, “Well-being”, what’s the difference?
How can we all help to build resilience and promote wellbeing?

2. What do you do to cheer yourself up?
ACTIVITY
What do you do to cheer yourself up?
A simple example of how we build our own resilience. We all may have very different and very personal ways of cheering ourselves up when we are down

3. watch old clips of Arsenal
eat treats
glass of wine
eat and drink
get a hug from my mum
piece of cake and TV
go for a walk
stretch
play sport
listen to music
go for a run
watch old clips of Arsenal
Very personal!
music
laugh
have a cup of tea
watch a movie
have a coffee with sugar

4. What sort of things build resilience?
But here we have a selection of strategies that have been researched, tried and tested and shown to help build resilience and promote wellbeing. Any surprises? Example of schools in SM. It gives us a language and shared understanding of the simple bits of ordinary magic we can all work every day, as well as the whole school approach to create more emotionally supportive environment. Whoever you are in school, whatever your role, what can YOU do?

5. What can EVERYONE do?
Time to look at the framework. Any surprises? It gives us a language and shared understanding of the simple bits of ordinary magic we can all work every day, as well as the whole school approach to create more emotionally supportive environment. Whoever you are in school, whatever your role, what can YOU do to impact on the climate everywhere in school?

6. Staff stress:
But with everything that might be happening in the lives of our young people, how much of those challenges might actually be visible to a classroom teacher?

7. mood swings distracted disorganised disengaged isolated
confrontational
withdrawn
no homework
underachieving
wrong crowd
It is not realistic to ask teachers to engage with what may lie beneath the surface, but rather to concentrate on the climate they are promoting in their classrooms and in their relationships with young people. The tip of the ice berg might consist of the words here, and how we deal with those and the climate in our classrooms is key to building resilience and promoting wellbeing

8. highlight achievements instil a sense of hope
create healthy relationships
be a good influence
wear rose tinted glasses
The framework has these principles running through it
focus on good times and places
have a laugh

9. PROTECTIVE FACTORS RISK FACTORS
If a child’s wellbeing is like a see saw, there are things that can tip the balance and weigh heavily: Risk factors: what might these be? They may be permanent or fleeting DISCUSS
If we know we are working with a child with risk factors, then the positive climate we are creating will act as protective factors to help counterbalance the negative risk factors facing a young person

10. The ring of resilience
If we adhere to those principles and have them characterise our interactions with young people and with each other, then together we can impact on the whole school culture and ethos and so create a ring of resilience. We can also see how this approach dovetails with the principles of Growth Mindset and helping pupils feel it’s OK to make mistakes

11. PROTECTIVE FACTORS RISK FACTORS
“D” was born in London. His father died when he was young, and he was raised in in a single-parent family, by his mother.
He had issues as a kid. He was violent and disruptive.
The way his mum helped was by finding him a different school every time he got kicked out, always fighting to keep him in the school system.
He attended a series of schools and was expelled from four of them. He was involved in fighting with teachers, stealing cars, and robbing pizza delivery men.
In the fifth school, he was excluded from all classes except music and he also attended a local theatre group for young people.
He began making music on the school's computer, encouraged by a music teacher, and during the summer holidays attended a music workshop.
PROTECTIVE
FACTORS
RISK
FACTORS
Statement by statement: risk factors? Why? Protective factors? Why?

12. Dedication on his first album, “Boy in da Corner”
“Special thanx to Mr. Smith, da best music teacher Langdon Park ever let go (you fools). I’ll never forget da way you kept the faith in me, even when things looked grim.”
Local boy made good. Teacher in question is not superhero, just doing his job in the fullest sense of the word. Keeping the faith in children even when things look grim.