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The film begin with a young person, Harry, describing his experiences of being bullied by his friends. Harry is played by an actor and his story is a reconstruction based on a real call to Childline. Harry feels anxious and hurt by his friends' behaviour but doesn’t want to fall out with them and doesn’t know what to do or who to talk to.

Wes talks about his own experiences of feeling anxiety and isolation and not being able to talk to anyone, especially when under pressure to do well. Once he took the difficult step to open up to his friends he found that they also had their own struggles and he wishes he had talked to them before instead of struggling alone. He now has a range of techniques that help him when he feels anxious.

Alex, the expert from Childline gives practical suggestions to help manage anxiety and improve wellbeing, which include the following steps:

  • Take time to do something that you love
  • Take a break from screens
  • Breathing exercises might help you to focus on the moment

The reconstructions are based on real calls from Childline service users, but are not necessarily direct quotes. All names and potentially identifying details have been changed to protect the identity of the child or young person involved.

Before watching the film

Set up a working agreement or set of group rules before watching the film. Make it clear that there is no pressure on students to share any personal experiences. They can talk about the characters in the phone call reconstructions and the contributors’ experiences instead. Remind students that the classroom is be a safe space to discuss and share thoughts if they wish to, and that they should be aware of and respect others’ opinions and experiences. Remind them also that you cannot guarantee absolute confidentiality but will talk to individuals if you have any concerns. The agreement should include how and where to access support if needed.

People of different genders, backgrounds and cultures may approach their mental health in different ways. Talk about the pressures on young people and whether gender makes a difference. Be sensitive that young people from some cultural backgrounds may not find it easy to talk about mental health and remind them they don’t have to talk about themselves. Use the distancing technique to ensure that the students feel safe and comfortable talking about the issues in the films. Talk about what the contributors say or talk about ‘someone who.’

Open up a general discussion about mental health and as a group come up with words they associate with the topic of the film. Remind the students that if they need any support at any point they can ask, either during or after the lesson.

After watching the film

  • How can we keep our minds healthy and stop ourselves from becoming overwhelmed?
  • Are there pressures on young people to behave a certain way depending on gender, culture and background? What advice would you give someone who wanted to start to open up about their mental health?
  • How could you support a friend who opened up about their mental health to you? Remember you don’t have to solve their problems, just be there for them and be a good listener.

As a group, talk about ways that everyone can support each other with their mental health. You may even want to create a class charter around more positive mental health or encourage each student to make a list of three practical things they can do to support their own positive mental health.

Make sure that students are supported in their own mental health and wellbeing by signposting support that is available in school, locally and nationally. Remind them that they can always speak to their GP or local services.

Remind students that if they or someone they know has suicidal thoughts then it is important to get help immediately. This is not something they should have to deal with alone.

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