by Kate Stevens

For a Google doc version of this lesson, click here. You will be prompted to make a copy of the document.

Before starting

• Set up students for a discussion on mental health and routines for creating a thoughtful, caring space.
• Remind students that when talking about examples from their life to not use names (say “someone I know” instead of someone’s specific name) and that what they choose to share may leave the room (can’t guarantee their privacy, while it will be encouraged).
• Check out Learning for Justice’s (formerly Teaching Tolerance) “Let’s Talk” guide for suggestions on creating norms (page 25), navigating polarized topics and laying the groundwork for critical conversations.

Warm up question & discussion (10 mins)

• Give students a few minutes to respond to this question in writing:

In your own words, what is “mental health”? Elaborate. How have you come to understand mental health in this way?

• Have students share ideas and capture those ideas on the board or in groups. What understandings were shared? What differences appeared? What did they notice?
• Take 5-10 minutes to share out, then see if students can individually or with a partner create a class definition that synthesizes ideas. Or use the following: We will define mental health as how we feel emotionally, socially or the state of our general well-being.

Main activity (35-50 minutes)

Bringing podcasts into the classroom can be an awesome way to engage students. To encourage active listening check out these tips:

The podcast can be assigned for individual or whole-class listens. If assigned individually, encourage students to listen while moving (like walking or cleaning their room), sketchnoting (annotation technique) or just responding in a notebook. It can be helpful to break the podcast into two parts and incorporate other topics, or break it up over two days. Part 1 (minute 0:00-10:04) focuses on how language matters when talking about mental health and using person-first language. Part 2 (10:05) focuses on advice for how to start talking about mental health. This lesson can be delivered online or offline. To have an online dialogue with students, use this Parlay link to make a copy of your own and share with your students to complete. To deliver this activity as a whole group or without digital access for students, plan on playing the podcast aloud for everyone to hear. Then, use the “turn and talk” notes below to weave in discussion while listening altogether before using the Conversation Questions.

1.  Locate the “How do I start a conversation about mental health?” podcast on the On Our Minds podcast website. This podcast can be listened to through a computer or mobile device. The episode can be streamed through an internet browser or on several podcast streaming apps.

2. Decide how you want students to listen (as a whole group, in partners, or individually). Check out the pause notes below for helpful places to stop & think with students.

3. When finished listening to the podcast, share the Parlay link with students and walk through the task, or use the Conversation Questions if preferred, or if Parlay is unavailable to students.

Please note: If using Parlay, you will need to click the pink “USE THIS TOPIC” button, and then you can make any additional changes you want to the prompts or instructions. Both Google and Microsoft log-ins may be used or students can register using school email. The settings are defaulted to “anonymous” when students post, which can be toggled (teacher will be able to see who is who but students will not as they post).

Stop & Think (pause notes)

a. Why can it be difficult to open up about feelings? (3:16)

b. “... the person-first recovery model prioritizes the human being first.” For example, in Spanish, one says “tengo miedo,” which translates literally to “I have fear.” When we talk about mental health, why do the words we use matter? (6:14)

c. Why may it be helpful to use person-first language? How does not identifying completely with a feeling (versus understanding our thinking about our feeling) have an impact on how we move through feelings?

d. What are some strategies for teens to help them talk about their feelings? (10:20)

e. “Self-care isn’t all bubble baths and candles. It’s understanding your boundaries, understanding where you need to prioritize time for yourself. ” (14:30)

Extension activities

1. Read the article Hosts of teen mental health podcast discuss what drew them to 'On Our Minds on NewsHour Classroom's Student Voice blog. Share the WellBeings.org “Mental Health Language Guide” and ask students to explore and report back on one of the resources.
2. Looking for a better response than “I’m fine”? Having the right word to describe a feeling and knowing how they feel is a frequently reported teen need. Share the Feeling Wheel next time you circle up with students or distribute as a resource for self-understanding and self reflection.
3. Take a look at NewsHour Classroom’s Journalism in Action site, which includes a case study on the ways the media has covered mental health since the 1800s. The Create Your Own Story activity allows you to write an op-ed (opinion piece) about a mental health issue facing Americans today.

Kate Stevens, M.S. in Curriculum & Instruction, is a high school language arts educator. An instructional coach, global professional development leader and former photojournalist, she currently teaches and coaches in Poudre School District in Fort Collins, Colo. In 2015, Kate was honored with Colorado Department of Education’s Online & Blended Teacher of the Year. Connect with Kate on Twitter @KateTeaching.