In today’s fast-paced and ever-changing world, the mental health and wellbeing of young people have become critical areas of focus. As educators, caregivers, and community members, we have a responsibility to provide the tools and resources that can help young individuals navigate their emotional landscapes. This blog post introduces innovative models we developed during our Undergraduate degree in Education Studies at the University of Chichester as part of a module about mental health in education.
During this module, we learnt that understanding and valuing lived experience is essential to creating effective mental health resources. Traditional models often fail to capture the unique challenges and perspectives of young people, especially those from marginalised groups. Our approach was aligned with the principles of co-production, which emphasises the importance of involving individuals in the creation of resources that affect their lives. Our two models are founded in the lived experiences of the very individuals they aim to serve, particularly those who identify as neurodiverse. Our ultimate goal was to create a practical resource that would equip young people with the knowledge and tools they need to build a healthier, more resilient future.
Identifying the need for our models
When exploring mental health and wellbeing, our group reflected on our initial perceptions, societal and cultural influences, and existing theories. We recognised that mental health, much like physical health, is a constant part of our lives and can fluctuate daily. Some days we feel great, while others we struggle. Contrary to the view that mental health is a disorder needing to be ‘fixed,’ we concluded that mental health emerges from navigating various experiences with available resources.
Mental health can change depending on context, so while young people should be empowered to impact their own mental health, it shouldn’t be seen as their sole responsibility. Some young people face significant structural barriers like discrimination or poverty. This perspective aligns with Bronfenbrenner’s ecological systems theory, which
suggests that the layers of influence around an individual shape their mental health. It is also informed by the ‘resilience framework’ (Hart, Blincow & Thomas, 2007), which focuses on protective factors across these layers that promote mental health and buffer against known risks. Protective factors can be conceptualised as the mechanisms and resources we use to keep us mentally healthy. They include a good sleep schedule, balanced diet, financial support, a sense of belonging, healthy relationships, and freedom of expression.
More recent work uniting resilience with social justice (Hart et al, 2016) highlights the importance of these protective factors for marginalised groups, who often face additional barriers to accessing these protective factors. For instance, those experiencing poverty may lack safe housing, access to outdoor spaces, and financial security, which are crucial for resilience. Broader societal issues like classism, disability discrimination, and racism also present significant barriers.
Therefore, educators must understand that developing ‘coping skills’ is easier when sufficient support is in place, and young people are well-informed about their mental health, their rights, and their power to make change. Our goal was to develop interactive models that could be used with young people as they apply ideas from the resilience framework to their own lives and, with support, identify important steps to mental health now and in the future. We wanted to work with dynamic metaphors as the basis for our models, as recent research suggests that this can be a powerful way for young people to understand mental health and express their own lived experience (e.g. Woodgate, Tennent & Legras, 2021; Roystonn et al., 2021).
Making our model together
Co-production is a collaborative process where the voices and experiences of those directly affected are central to the development of resources or support. This approach values the unique insights and contributions of all participants, leading to more effective and tailored outcomes. Co-production with young people involves young people and the adults who support them working together to design, deliver, and evaluate services (Boffey, Silcox & Thomas, 2022). This process is underpinned by the value of meaningful participation, in which everyone’s voice is heard and that where possible, this meaningful participation leads to change (Lundy, 2007).
For us, this process involved us as university students working alongside our tutor to develop a model that drew on our own personal experiences and feedback from children and young people we had worked with during our time on placement about their understanding of
wellbeing and how they would like a resource to support them. Including ourselves, the age range of those who informed the models was 9-25 years old, and this included those identified as having special educational needs and disabilities (SEND), social emotional and mental health needs (SEMH), and people who identified as neurodivergent. We aimed to create authentic resources that benefit children’s understanding of their mental health. The fact that these models were developed by and for young people is significant because many other models do not take into account the lived experiences of the people they are intended for. Some of us (as well as the children and young people in school and community settings from our placements whose feedback also informed the models) identify as neurodivergent and some are identified as having special educational needs or disabilities (SEND), meaning a variety of experiences were incorporated into the development of the models. We drew on our own experiences to present the complex topic of mental health in a creative accessible and empowering way, aiming to engage a diverse range of young people. We also hope that the models inspire co-learning and co-production in other education settings, as they can be tools to develop shared understanding around mental health, and to audit what is currently working or not working so well in a setting.
In collaboration with children and young people, we believe that educators have a responsibility to reduce stigma, and to open up conversations about mental health. Educators can help ensure that all children, including ‘disadvantaged’ groups understand the factors influencing their mental health and know how to navigate to the right support. This will have an impact on children’s emotional and social wellbeing, develop the foundations for learning and therefore better academic outcomes. In this way, educators can be transformative and we hope these models help to engage in these conversations about mental health.
The Models:
MODEL ONE (Guardians of my Galaxy):
The “Guardians of My Galaxy” model presents an intergalactic perspective of mental health, depicting the dynamic process of risk and protective factors. Inspired by the “Risk and Protective Factors for Children and Young People’s Mental Health”from Public Health England (PHE, 2016), it categorises factors into individual, family, school, and community levels, aligning with Bronfenbrenner’s Ecological Systems Theory (1977).
Our key takeaway from ecological systems theory is the interconnectedness of all systems and their ripple effects on an individual’s mental health. We represented this dynamic nature visually with a solar system metaphor, where factors (planets) orbit the individual and can change axes. For instance, a dance club may become a closer protective factor due to developing a sense of belonging and building stronger friendships, while a strained sibling relationship may drift farther away for a time.
To ensure universal relevance, we used a recognisable metaphor and pictorial stimuli, guiding educators to discuss risk and protective factors using the resilience framework. This inclusive approach empowers children to label their own factors and apply them to the model. The model, influenced by the resilience framework, emphasises the buffering effects of protective factors against risks.
· Protective Factors (Planets): Orbit the individual (sun) and create a shield against risk factors. These factors can include (but are not limited to) personal relationships, beliefs, hobbies, pets, personal qualities and school support. They can interact to gain strength. For example,
· Risk Factors (Meteors): Some meteors are buffered by protective factors to show that strong protective factors can offset risks. Other meteors are on a direct course for the sun. These represent unpredictable events like the pandemic or grief, which cannot always be offset fully but can be absorbed by an ‘atmosphere’ of strong support around the individual. while some risk factors are unavoidable, the presence of robust protective factors can significantly improve mental health and resilience.
MODEL TWO – Traffic Light System
In our second model, we wanted to develop a tool that gave a quick snapshot of how an individual is feeling and what is influencing their mental health at that moment in time. The model which we created to help support children and young people with their mental health and wellbeing is the ‘Traffic Light System’. With this model there are 3 different colours which resemble different feeling states. It is possible for the child to express multiple feeling states at once, and to begin to identify the factors associated with that feeling at that moment.
· ‘Green’ symbolises that the individual’s mental health is in a good place. For example, they might feel happy, settled and free from anxiety.
· ‘Amber’ symbolises that the individual could feel better. For example, when someone is feeling worried, sad, unsure, tired or unmotivated.
· ‘Red’ symbolises that the individual is really not feeling good at all. For example, when someone is feeling very low, very anxious or very angry.
We produced a set of protective and risk factors with Velcro backing that a child or young person could stick onto the traffic light to indicate the reasons for their feeling state. There is one standard set based on a combination of the resilience framework and the Public Health England model and there are blank versions to be completed (as pictured).
Whilst not all children find it easy to identify their feelings and express them, using tangible objects as a stimulus for this exploration with a trusted adult is one way to improve accessibility. We were focused for this model on developing something that all children, including those with additional needs (for example autistic children or children with profound and multiple learning difficulties (PMLD)) could access. These children often experience their feelings, thoughts and opinions being overlooked or ignored and this can have a negative impact on mental health, both directly resulting in frustration and loneliness, and also creating a barrier to meeting fundamental needs that enable resilience. The words from the Velcro cards could also become familiar through stories, songs and modelling. They could be used digitally if the child uses a form of Augmentative and Alternative Communication (AAC). As with the first model, it is possible that the same item that feels like a protective factor one day, may not be as prominent the next, and risk and protective factors can
interact depending on the challenges the individual is facing and how they experience them. This model is intended as a departure point for further conversation to identify actions to take when in these feeling states. In line with the principles of the Code of Practice (DfE & DoH, 2014), the tool can be used in partnership with parents, children and school staff as part of the graduated approach of iterative planning to ensure the child’s experience and voice is accounted for in planning their support.
Conclusion:
Through the creation and use of these models, we realised that resilience is highly individual and context-dependent. Even within our small group, we had all experienced and understood our own mental health in different ways. Discussing our different experiences and perspectives was mutually beneficial as we shared coping strategies, helped each other reframe, and developed empathy. In this way, the act of developing the models was resilience building in itself. We learned that protective and risk factors dynamically shift as the individual and the context they are in changes and interacts. This understanding deepened our appreciation of the importance of tailored support for each child’s unique experiences and the significance of their authentic engagement and interaction with our models.
It is our hope that using these models, educators and caregivers can create a safe, non-judgemental, and non-threatening context to talk about mental health, where individual experiences and perceptions are listened to and support is provided to strengthen and develop protective mechanisms, ultimately contributing to their emotional, social, and academic success.
To find out more about this project, the models produced or the Education Studies programme, please contact [email protected].
References
Cacciatore, J., Thieleman, K., Fretts, R. and Jackson, L.B., 2021. What is good grief support? Exploring the actors and actions in social support after traumatic grief. PloS one, 16(5), p.e0252324.
DfE (Department for Education) & DoH (Department of Health) (2014) Special Educational Needs and Disability Code of Practice: 0–25 years [online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf].
Hart, A., Blincow, D. and Thomas, H., 2007. Resilient therapy: Working with children and families. Routledge.
Hart, A., Gagnon, E., Eryigit-Madzwamuse, S., Cameron, J., Aranda, K., Rathbone, A. and Heaver, B., 2016. Uniting resilience research and practice with an inequalities approach. Sage Open, 6(4), p.2158244016682477.
Lundy, L., 2007. ‘Voice’is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British educational research journal, 33(6), pp.927-942.
Roystonn, K., Teh, W.L., Samari, E., Cetty, L., Devi, F., Shahwan, S., Chandwani, N. and Subramaniam, M., 2021. Analysis and interpretation of metaphors: Exploring young adults’ subjective experiences with depression. Qualitative Health Research, 31(8), pp.1437-1447.
Woodgate, R.L., Tennent, P. and Legras, N., 2021. Understanding youth’s lived experience of anxiety through metaphors: A qualitative, arts-based study. International journal of environmental research and public health, 18(8), p.4315.
