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MindMatters Implementation Model
The MindMatters Implementation Model is presented in the following diagram.
The key dimensions are clearly differentiated by colour.
- School ethos and environment
- Curriculum; teaching and learning
- Internal and external partnerships and services.
The model also identifies four enablers for a whole school approach:
- Extending leadership and participation
- Increasing staff understanding of mental health and wellbeing
- Making links with other key initiatives
- Evidence-based evaluation and data collection, analysis and action.
Extending leadership & participation
Research and the MindMatters evaluations establish leadership as a key factor in schools' success in addressing mental health and wellbeing. The commitment to leadership establishes and monitors key whole-school processes to enable a coordinated approach to improved learning outcomes for all students in mental health and wellbeing.
Increasing staff understanding & PD
Staff mental health and wellbeing plays a critical role in the life of the school, and as part of the school's MindMatters initiative. The Staff Matters Wellbeing at Work model explores a range of strategies and resources. These include personal mental health and wellbeing, interpersonal processes for the individual and the site, and the professional and organisational aspects of people's work that relate to mental health and wellbeing.
Establish & integrate curriculum content
Aspects of mental health and wellbeing can be integrated across all learning areas. Having a whole-school approach and an agreed plan to integrate aspects of social and emotional learning for all year levels across curriculum areas can provide for sequential skill development.
Teaching & learning for engagement
Recognising the link between mental health and wellbeing and academic achievement entails exploring a range of methodologies to create positive relationships and safe environments, while engaging students in learning. This involves what is taught in terms of mental health and wellbeing, as well as how this is taught as part of a whole-school approach. Aspects of quality teaching and current pedagogies, and reflective practices for teachers are critical consequences.
Making links with other key initiatives
Identifying the other key initiatives operating in your school and determining the links that support aspects of mental health and wellbeing outcomes is a significant way to reduce stress and use resources effectively. Many structures and processes from other projects complement each other and can support the whole-school approach to mental health and wellbeing.
Whole student approach
The whole-student approach includes caring relationships and connections; high but achievable expectations; authentic participation and contribution; social and emotional skills and spiritual understandings; and recognition of the part that staff, students and community beliefs and attitudes play in maintaining a continuum of connection for all students with their learning. The whole-student approach builds on the MindMatters protective factors and uses a range of strategies across the school, such as the role of teachers in pastoral care, and key academic and non-academic opportunities.
Dedicated resources
The allocation of resources such as time/timetabling in the curriculum; space, ie rooms suitable for all year levels; finances, ie purchasing resources and accessing programmed responses; and allocating teaching staff for social and emotional skills development will assist in a whole-school approach to mental health and wellbeing.
Policies, Structures & processes
School structures, policies and processes reflect the ethos of the school and need to represent mental health and wellbeing, and social and emotional learning. These should be congruent with one another and reflect actual practice.
Positive communication & relationships
Positive communication and relationships are important to construct a welcoming and supportive school ethos and environment. Ensuring active communication processes and opportunities for developing relationship skills will support a whole-school approach to mental health and wellbeing.
Transitions
At times of transition staff and students are prone to lose their connection with their school. The sorts of transitions that tend to occur for students and staff are changing schools, dealing with different cultures, school to work, training and care facilities, and referral pathways.
Internal & external referral pathways
Schools require a clear set of pathways and guidelines within the school, and outside with local agencies, to support all students seeking help, including those with high support needs in mental health. Having protocols operating, with support staff and outside services will assist all staff to understand their role and improve the continuum of connection for all students.
Community partnerships
Culture, community, identity and family contribute to a sense of identity, wellbeing, connection and self-worth. By acknowledging the diversity within communities, schools can work in respectful partnerships to enhance school and community mental health and wellbeing planning and action.
Evidence based data and evaluation...
This area considers the sources, types and levels of data and information that exist for mental health and wellbeing within the school and community. Clarifying the importance of data and what to collect; sharing how to use and analyse data for school improvement; and effective communication and reporting of data results are fundamental to schools' ability to measure their improvement in mental health and wellbeing.