HIWS7: Promote Coping Strategies and Facilitate Referrals

Effective teachers can promote coping strategies, including self-regulation and help seeking. They notice changes in a student, inquire sensitively and facilitate referrals to their school’s wellbeing team if needed. 

Strategy overview 

What is the strategy? 

Teachers can help students to identify and use positive coping strategies, including self-regulation or self-calming strategies, planning and problem-solving strategies, seeking social support, utilising relaxing diversions, engaging in physical activity, establishing good sleep and study habits, utilising positive self-talk and engaging in help-seeking. Teachers notice changes in a student’s demeanour or behaviour that may indicate additional support is required and inquire sensitively. They seek advice and guidance from the wellbeing team and school leaders and when needed follow school processes for referring students. They recognise that for some students a teacher may be the most trusted adult in their life. 

How effective is the strategy? 

Positive coping strategies, including help seeking, are important for fostering positive student wellbeing and enhancing positive mental health. Well-designed and well-implemented support to encourage effective coping strategies can have long term benefits for students. Use of effective coping strategies also has significant positive effects on academic performance and school belonging. It has a positive effect on help seeking behaviour and attitudes towards mental health. It can help to reduce loneliness and improve physical health. 

Considerations 

Students are more likely to tell a teacher about concerns they have and listen to their advice if they have a positive relationship with the teacher. They are also more likely to approach the teacher and seek help if the teacher speaks about the practical strategies people can use to cope with stress and challenge, encourages help-seeking, and talks about mental health in a destigmatising way. It is important teachers recognise the limits to their role in this area. While they play an important role in advancing student wellbeing, they are not mental health experts. If they are concerned about a student and don’t feel equipped to initiate a conversation, they must refer the student to the school wellbeing team and/or school leadership, as per their school processes. If a teacher is concerned about a student’s safety, they must follow the school’s Emergency Management Plan. Teachers should also be mindful of their own mental health, practice selfcare and seek support if needed. 

Teachers can learn more about positive coping strategies and help seeking in the Resilience, Rights and Respectful Relationships teaching and learning materials. Further information about mental health is available at the Mental Health and Wellbeing Toolkit and at the resources 

How do I implement the strategy? 

This strategy is demonstrated when the teacher: 

• Discusses use of positive coping strategies students can use as needed. 

• Promotes help seeking by talking positively about professional mental health and wellbeing support and how mental health and wellbeing concerns can be treated. 

• Notices changes in demeanour or behaviour, raises concerns promptly with the wellbeing team and collaborates with the team and other professionals as needed. 

• Encourages students to support each other in a safe and age-appropriate way and seek help for peers if concerned. 

• Considers individual student mental health and wellbeing and makes reasonable classroom adjustments. 

• Has good mental health literacy but is prepared to seek advice and recognises that they are not expected to be a mental health expert. 

This strategy is not demonstrated when the teacher: 

• Promises to keep information secret and does not explain conditional confidentiality to a student who is seeking help. Ignores or fails to act on signs of declining student mental health and wellbeing and/or does not make appropriate referrals to school supports. 

• Attempts to provide support that is beyond their capabilities or qualifications. 

• Attempts to force support or conversations about health when a student does not want to engage. 

• Uses negative or stigmatising language to discuss ill health, such as “bonkers” or “crazy”. 

This strategy is demonstrated when the student: 

• Recognises that their teacher notices and cares about their wellbeing. 

• Seeks help from a teacher or other school staff. 

• Has a good understanding of positive coping strategies 

• Is comfortable to talk about mental health at school. 

• Understands their own triggers and emotional responses. 

• Develops knowledge and positive attitudes towards mental health and help seeking. 

• Can identify sources of help in their school.