Age: 13 years and above
Download: Let’s Talk About Mental Health
Duration: 20 minutes
Information: https://www.bakteens.lk/english/lets-talk-about-mental-health/
What Will We Discuss in This Lesson?
Mental health refers to how we think, feel, and cope with everyday experiences. Just as we all have physical health, we all have mental health.
Schoolwork, exams, family expectations, friendships, romantic relationships, bodily changes, financial difficulties, bullying, discrimination, and experiences online can all affect the mental health of adolescents.
In this lesson, students will learn how to recognise difficult emotions, take care of themselves, talk to someone they trust, and seek professional support when needed.
Learning Objectives
By the end of this lesson, students will be able to:
- Understand what mental health is.
- Recognise difficult emotions they may experience in everyday life.
- Understand how mental health is connected to physical, sexual, and reproductive health.
- Identify simple ways to look after their mental well-being.
- Learn how to seek help from a trusted adult or a professional service.
- Learn to talk about mental health without judgement.
Let’s Prepare for the Lesson
Read the Bakteens article and complete its quiz. Identify in advance the teachers, counsellors, and other school personnel who can provide mental health support, as well as the child protection procedures that should be followed.
Prepare to display emergency support telephone numbers on the board or in another place where students can easily see them.
Do not pressure students to disclose their personal experiences in front of the class. Be prepared to respond appropriately if a student talks about self-harm, suicide, abuse, or an unsafe situation during the lesson.
Materials needed: The Bakteens article displayed on a screen or printed copies, small cards or pieces of paper, a board, and pens.
Key terms: Mental health, emotions, stress, anxiety, depression, self-care, trusted adult, and professional support.
For Teachers
Experiencing difficult emotions such as sadness, fear, anger, loneliness, or exhaustion does not mean that something is wrong with a child. These feelings are a normal part of human life.
However, if these feelings persist for a long time, occur repeatedly, or affect sleep, eating, schoolwork, relationships, and everyday activities, additional support may be needed.
Our minds and bodies are connected. Long-term stress can affect sleep, appetite, concentration, physical pain, and aspects of health such as the menstrual cycle. Similarly, physical illnesses, puberty, menstruation, concerns about body image, and violence within relationships can also affect mental health.
1. Let’s Start a Conversation – 2 Minutes
Write the following question on the board:
“What are some things that can affect our mental health?”
Invite two or three students to share their ideas. Remind them that no one needs to share a personal experience.
If needed, provide the following examples:
- Exams and schoolwork
- Family problems
- Friendships and romantic relationships
- Bullying and discrimination
- Bodily changes
- Financial difficulties
- Experiences online
- Illness or bereavement
Then say:
“We all have mental health. Experiencing difficult emotions is not a sign of weakness. We do not have to deal with these feelings all by ourselves.”
2. An Emotion – Support – An Action – 5 Minutes
Divide students into small groups. Give each group a hypothetical situation, such as one of the following:
- A student who has difficulty sleeping because they are afraid of exams.
- A student who feels lonely because their friends have excluded them from the group.
- A student who feels embarrassed or ashamed about changes in their body.
- A student who is being bullied online.
- A student who finds it difficult to concentrate on schoolwork because of a family problem.
Ask each group to answer the following three questions:
- What emotions might this student be experiencing?
- What is one simple thing that might help them feel better?
- Who is someone they could talk to and trust?
Listen to the groups’ responses and explain:
“Taking slow breaths, having a break, getting enough sleep, or talking to a friend may provide some relief. However, if the problem continues or becomes difficult to manage, professional support may be necessary.”
3. True or a Misconception? – 4 Minutes
Read the following statements one by one. Ask students, “Is this true or a misconception? Why?”
Statement 1: “Only weak people experience mental health problems.”
A misconception. Mental health difficulties can affect anyone. They are not a sign of weakness, bad behaviour, or ingratitude.
Statement 2: “You should wait until you can no longer cope before asking for help.”
A misconception. Seeking help early can make it easier to access appropriate support.
Statement 3: “Mental health can affect physical health.”
True. Stress can affect sleep, appetite, concentration, and how we feel physically.
Statement 4: “An AI chatbot is a complete substitute for a human counsellor.”
A misconception. AI can provide inaccurate information. It cannot fully understand a child’s circumstances or ensure that they reach safety during an emergency.
At the end, explain:
“Asking for help with mental health is a positive and courageous step. If the first person you speak to does not listen, tell another trusted adult.”
4. Let’s Read the Bakteens Article – 3 Minutes
Display the following sections of the article:
- Managing difficult emotions
- How do we start a conversation?
- How does mental health affect our overall health?
- The relationship between mental health and sexual and reproductive health
- Using AI counselling safely
- Getting emergency help
Read a few examples from the section titled “How do we start a conversation?”
- “I haven’t been feeling like myself lately.”
- “I’m finding it difficult to cope with these things.”
- “Could you listen to me for a while without scolding me?”
- “I need someone to talk to.”
Then ask:
“If it is difficult to talk to someone, what is another way to ask for help?”
Answer: Write a message, note, or letter and give it to someone you trust.
5. Now, Let’s Do the Quiz – 4 Minutes
Select questions relevant to this lesson from the quiz in the Bakteens article and complete them as a class.
After each answer, ask:
“Why did you choose that answer?”
Then ask two short oral questions.
Question 1: What should you do if difficult emotions persist for a long time?
Answer: Talk to a trusted adult and seek professional support.
Question 2: If a friend says they are thinking about hurting themselves, should you keep it a secret?
Answer: No. Do not leave your friend alone. Tell a trusted adult immediately.
6. Final Message – 2 Minutes
Ask students:
“Who are two trusted people you could talk to when you are going through a difficult time?”
Explain that they do not have to share their answers with the class. They can simply think about or write down the names privately for themselves.
Then conclude:
“Mental health difficulties are not a sign of weakness, bad behaviour, or failure. What you feel matters. There are people who can listen to you and help you. You do not have to face everything alone. If the first person you speak to does not listen, tell another trusted adult until you receive the support you need.”
A Quick Reminder for Teachers
Question → Activity using a hypothetical situation → Discussion about misconceptions → Article → Quiz
Teachers may also have different personal, religious, or cultural beliefs about mental health. However, avoid responses such as:
- “Just be strong.”
- “Don’t think about those things.”
- “Be grateful for what you have.”
- “Everyone feels that way at your age.”
This is not a lesson about judging a child’s behaviour or religious beliefs. It is a health education lesson based on factual information about mental health.
Teachers do not need to become counsellors or doctors. Their responsibility is to listen calmly, take the child’s experiences seriously, and help them access appropriate support.
If a child talks about self-harm, suicide, or feeling that there is no point in living:
- Always take the statement seriously.
- Do not scold, shame, or accuse the child of saying it to gain attention.
- Do not leave the child alone.
Immediately inform the school’s designated child protection officer or an appropriate senior staff member and follow the school’s child protection procedures.
If there is an immediate risk, take the child to the nearest hospital emergency department or outpatient department (OPD). Call 1990 if necessary.
Let’s Create a Safe Classroom
- Do not pressure students to disclose their mental health conditions or personal experiences in front of the class.
- Do not allow insulting language, jokes, or labelling related to mental health.
- Avoid words and phrases such as “crazy,” “just seeking attention,” or “weak.”
- Do not share a student’s experiences with other students or teachers who have no legitimate need to know.
- Do not interrogate a child or conduct an investigation when they begin to share an experience. Listen calmly to the necessary information and refer the matter through the appropriate safeguarding procedures.
- Do not exclude students experiencing mental health difficulties from the classroom, sports, or other opportunities.
- When a child asks for help, reassure them by saying, “It’s good that you told me,” “I believe you,” and “Let’s get you the support you need.”
Emergency Support
The following telephone numbers are provided in the original resource:
- 1926 – National Mental Health Helpline
- 1333 – 24-hour crisis support service
- 1929 – Sri Lanka Child Helpline
- 1990 – Suwa Seriya Ambulance Service
- 119 – Emergency Police Service
- 0112 682 570 – Sri Lanka Sumithrayo
Reference
This resource has been developed based on the Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka.
Key Concept 5: Skills for Health and Well-Being
Key Concept 7: Sexuality and Reproductive Health
Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka – UNFPA
