[On-screen text: The Department of Education and Training Victoria are working in partnership with the Murdoch Children’s Research Institute and The University of Melbourne to support Mental Health in Primary Schools.
The MHWL model referred to in this resource was developed by the Centre for Community Child Health by the Murdoch Children’s Research Institute and the Melbourne Graduate School of Education the University of Melbourne]
[Students in the playground tying their shoes and engaging in a group hug]
[On-screen text: Introducing the Mental Health in Primary Schools program]
[On-screen text: Scott McCumber, Principal, Ocean Grove Primary School]
Scott McCumber: The Mental Health in Primary Schools program is designed to have a qualified teacher take on the role of leading mental health and wellbeing around schools.
[Teacher talking to children in the classroom]
[On-screen text: Sandi Young, Principal, Thomastown West Primary School]
Sandi Young: It's important that the Mental Health and Wellbeing Leader, is a teacher because they have an understanding of a school's culture and the processes and what works best for students.
[Shots of students huddled outside and smiling]
[On-screen text: Gita Peterson, Mental Health and Wellbeing Leader, Thomastown West Primary School
Gita Peterson: An its our job to help lead and implement a school-wide approach to mental health and wellbeing.
[On-screen text: Andy McNeilly, Mental Health and Wellbeing Leader, Ocean Grove Primary School]
Andy McNeilly: And also giving teachers the ability to be better at being preventative in teaching mental health literacy through social and emotional learning.
[On-screen text: Mason, student, Thomastown West Primary School]
Mason: Learning about wellbeing helps me understand myself. My teachers, sometimes we have a little chat just so I can just express my... whatever I'm feeling.
[Students sitting around a table engaging in crafts]
Scott: The Mental Health and Wellbeing Leaders receive some training via the University of Melbourne in around evidence-based research strategies to then pass on their knowledge and wisdom through to teachers and then use it with the kids and with the wider community.
[Students climbing on the playground and playing a game, and shots of students in the classroom playing with slime]
Gita: During our first year, it involves a lot of training around what the role looks like in your school. Beyond that, we also look at what agencies are out there that we can get support from, particularly with our children who require tier two or tier three-level supports.
[Shots of the positive posters on the classroom walls, students playing with puppets and sitting in bean bags]
Sandi: What's worked really well has been linking and connecting our existing programs and having that big picture and oversight only helps us maximise the wellbeing programs within our school to better support our students and families.
[Students reading a book in a small pop-up tent, students in the classroom listening to Teacher]
Scott: Some of the challenges that we faced early on with our mental health and wellbeing were what do we actually do with this new role? It's a fantastic opportunity, so we took our time to work out what we needed as a school.
[Students are handed cards by the teacher and then raise their hands]
Gita: And we understand the additional pressures that teachers have beyond trying to implement mental health and wellbeing strategies and programs.
Andy: One great thing about this program is that each school can tailor their mental health needs through the Mental Health and Wellbeing Leader. So it's not a one size fits all.
[Close up shots of students' artwork hanging from a string and stuck on the wall]
Sandi: Our next step is to continue to build staff capacity within the classroom. Professional learning linked directly to the classroom will have a bigger impact.
[On-screen text: Syd, Student, Ocean Grove Primary School]
Syd: The Wellbeing Leader helps everybody every day when they feel sad or nervous about going to school.
[Students sitting on lounges in the quiet area]
Nyree : I feel exhilarated about coming to school.
[On-screen text: Nyree, Student, Ocean Grove Primary School]
Nyree: Andy has taught me to be a very kind and compassionate person.
[Students in the classroom playing with animal hand-puppets]
Andy: Our wellbeing team continually communicates with parents about the successes their kids are having through assemblies and awards that are focused on social and emotional learning.
Scott: Communicating mental health and wellbeing should be a priority for all schools, for all principals, for all teachers, and for the community as well.
[On-screen text: Schools to visit Mental Health in Schools PAL education.vic.gov.au/pal/mental-health-schools/policy for further advice, guidance and resources for implementing Mental Health in Primary School]
[Logos for Murdoch Children’s Research Institute, University of Melbourne, Department of Education and Training]
[End of transcript]
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