Healthy Minds

Lesson 1  Resilience & Harnessing Positive Emotions

• Understand that life is a journey with challenges (big and small) and it is our resilience that helps us overcome these
• Discover that emotions can be helpful and unhelpful, and we can learn to regulate them
• Know we ALL have resilience

Lesson 2  Connecting the Brain, Emotions & Thoughts

• Understand the brain and the role of emotions
• Consider the importance of being calm to help with resilient responses
• Discover the link between thoughts, feelings and behaviours

Lesson 3 Introducing Gremlin Beliefs

• Understand that resilience skills can help us understand why we react the way we do
• Identify common Gremlin Beliefs of resilience
• Recognise that the Gremlin Beliefs are not in control

Lesson 4 Optimism & Evidence

• Understand there is a difference between optimistic and pessimistic thinking
• Know the importance of respect for different perspectives
• Discover how to use evidence to create more flexible and accurate thinking

Lesson 5  WoBbLe

• Understand the importance of gratitude
• Know how to use the WoBbLe skill – to tame the Catastrophising Gremlin Belief
• Discover how to calm down when emotions are strong

Lesson 6  Resilience Planning

• Understand all the resilience skills covered in the lessons
• Create an individual resilience plan
• Consider how resilience skills can help one express themselves and understand others

These lessons also come with a Special Response to Covid19 Pack.

Lesson 1 Introduction to media literacy and social media

• Define media literacy.
• Explain media literacy concepts.
• Identify text and subtext in media examples.
• Recognise the characteristics of social media versus traditional media.

Lesson 2 Fantasy and Reality

• Define and recognise characteristics of reality television.
• Identify the difference between reality and fantasy in various types of media.
• See the untold stories when watching reality television.
• Define and understand what it means to set a boundary in their life.

Lesson 3  Advantages & disadvantages of social media & setting boundaries

• Identify the advantages and disadvantages of social media.
• Share experiences and stories of boundary setting or boundary crossing online.
• Understand the impact of social media activity on future goals and aspirations.

Lesson 4 Benefits of social media

• Explore the positives of using social media and how it impacts how we receive, alter, and share information.
• Review and further explore the benefits of social media.
• Create their own guidelines for using social media in a positive way.
• Discuss how media can be used to build community, find support, and decrease isolation in their lives.

Lesson 5  Creating identity maps

• Describe my online identity and how I want to be thought of by others online.
• Create a map connecting my current identity to future goals.
• Describe this to other people.

Lesson 6  Presenting identity maps

• Communicate how social media forms part of my identity now and in the future.
• Identify that other students have different ideas and identities and use social media in different ways.
• Explain how my online identity may influence my future.

Lesson 1 Puppy training

• To help students recognise the importance of breath in training their faculty of attention
• For students to gain an insight into the untrained mind’s fickle nature–it is like a puppy
• To allow the students to develop some simple tools for training their own attention
• To encourage key attitudes to attention-training: kindness, patience, repetition. To help students to understand that we can choose what to do with our attention

Lesson 2 Working with Worry

• Understand stress: where it comes from, why it is necessary, how it works and the potentially harmful effects.
• Identify and draw their “stress signature” -where in the body do they feel stress?
• Learn to work with stress in a slightly different way.

Lesson 3 Beditation

• Sleep has a really important role to play in how we feel and think.
• Poor sleep can have a real impact on our day-to-day functioning and wellbeing.
• Poor sleep often results from the mind’s natural tendency to worry.
• Practices like Beditation help us to work with this by switching us from ‘thinking’ mode to ‘sensing’ mode

Lesson 4 Sleep

• Humans are social beings, and our brains are designed to help us identify the emotions and experiences of others as well as our own.
• These signals can sometimes be difficult read, and made all the more powerful through the combination thoughts, feelings, actions and body sensations
• Learning to ‘.breathe’ can give us the space and time to see more clearly and respond more skilfully in such situations.

Lesson 1 Revisit the Skills of Resilience

• Refresh the resilience skills
• Increase awareness of when to use the skills and in what circumstances
• Students who have not completed previous lessons gain a basic idea of the resilience skills

Lesson 2  Optimistic Thinking

• Learn to apply the resilience skills to real situations
• Understand how to recognise pessimistic thoughts and be more flexible and accurate in our thinking
• Increase knowledge of students who did not complete the previous resilience lessons

Lesson 3 WoBbLe

• Recap the WoBbLe skill – to tame Catastrophising Gremlin Beliefs
• Know when to use the WoBbLe skill
• Consider resilience and what to do in an emergency

Lesson 4 Assertive Communication

• Discover different communication styles
• Understand the beliefs that can get in the way of assertive communication
• Recognise that assertive communication allows us to take care of ourselves and is essential for healthy relationships

Lesson 5 Moving On

• Understand that we all have habits of thinking that can be hard to change
• Know that our brains are wired to notice what we want to see
• Recognise that we can use our resilience skills to deal with everyday situations as they occur

Lesson 6 Empathy & Resilience Planning

• Understand what empathy means
• Know how to stand in the shoes of others and show empathy
• Consolidate how to use the Resilience Skills in real time

Lesson 1 Being part of a group & my adult self

• Develop awareness that everyone in this class has some skills.
• Develop rapport as a class group.
• Be able to use verbal and non verbal communication to work in a group to solve problems.
• Be able to select pictures that represent the adults you want to be In the future.
• Consider the reasons for choosing the images.

Lesson 2 Positive & negative role models

• To consider the links between the four domains of adulthood.
• To identify positive and negative role models.
• To discuss how positive and negative role models influence both success and failure.
• Learn that negative role models can distract and hinder goals.
• Understand that having goals for the future is helpful.

Lesson 3 Timelines

• To increase your understanding that ‘difficulties’ are normal and part of everyday life.
• To create a personal timeline including at least one fork in the road, one obstacle and/or one roadblock.
• To consider the implications of the decisions you make along the way to
• your future.
• Begin to make connections between the choices you make now and the four
• domains of adulthood.

Lesson 4  Timelines continued

• Review and complete your timeline.
• Discuss and share your timeline with others.
• Understand that discussing your timeline with others helps to understand it better.
• Consider the benefits of breaking down future goals into small steps.

Lesson 5  Actions

• Consider how I can develop clear specific actions.
• Practise setting specific actions that will help me make progress to the future I
• want for myself.
• Understand that what I do right now is linked directly to my future.

Lesson 6 Possible Selves Poster Boards

• Identify images of what I want to be like and not be like, next year.
• Consider the strategies and specific action I can use to make what I want to be like more achievable.
• Consider the strategies and specific actions that will help me overcome the difficulties I may face.
• Develop a poster board to illustrate the thinking I have done about my future.

Lesson 7 Pathways to the future

• Consider the strategies I can use to make what I want to be like become more achievable.
• Identify that some of the strategies I am using to reach a next year possible self may also be helpful in reaching an adult possible self.
• Develop a poster board to illustrate the thinking about my future.

Lesson 8 Solving everyday problems

• Recognise that everyone has different ideas about who they want to be in the future.
• Learn that everyone faces obstacles and difficulties.
• Learn that there are decisions and choices to be made.
• Learn that thinking ahead about obstacles can help with planning for the future.

Lesson 9 Solving everyday problems & looking forward

• Learn that the far future is linked to the present by the near choices we make.
• Learn that becoming the adult you want to be in the future, involves making choices now.
• Learn that what we do now influences the choices we make.
• Learn that what they do now in school matters for the future.
• Learn how to plan ways to overcome difficulties and cope with problems at school.
• Think about who may be able to help them with difficulties- teachers and other adults.

Lesson 1 Introduction to Media Literacy and the Language of Persuasion

• Recap media literacy and the difference between text and subtext
• Accurately identify at least three techniques of persuasion in a media
• Differentiate between persuasion and manipulation

Lesson 2  Media and gender constructions

• Discuss stereotypes applied to females and males in UK society.
• Identify the gender constructs in various media examples including how some messages (such as gambling) are targeted.
• Examine how ideas about gender affect their own lives.
• Understand the subtext and untold stories behind media messages regarding sex and sexuality.

Lesson 3 Media and Body Image

• Identify target marketing tactics to various age groups.
• Learn to understand the intersection of gender, age, and body size.
• Understand body shaming messages and how to counter these negative messages by being body positive.

Lesson 4 Media, Health, and food marketing

• Compare the marketing of a product with its actual nutritional value.
• Learn to examine which foods are targeted to specific groups of people.
• Understand the connection between access to healthy foods and the future of one’s health.
• Identify structural issues that hinder accessing healthy food.
• Identify healthier options for them and their families.

Lesson 5 Media, health, and the marketing addiction

• Contrast the ideas about a product with real facts about how the product can impact one’s health.
• Learn how to analyse the ways in which they themselves are targeted by media and evaluate how media impact their thoughts and beliefs.
• Understand the connection between marketing of certain products and addiction (including gambling).

Lesson 6  Media and decision making

• Reflect on their decision making process.
• Analyse the ways in which they themselves are targeted by media and evaluate how media impact their thoughts, beliefs, and the decisions they make.
• Explore ways they and other youth can shape and alter the media around them.
• Explain the concept of media ownership and how media ownership impacts the messages around us.

Lesson 7 Creating counter advertisements

• Define what a counter ad is.
• Share ideas behind sample counter ad messages.
• Create their own counter ad.

Lesson 8 Presenting counter advertisements

• Share and discuss the ideas behind their own counter ad messages and the messages created by the other students.
• Practice giving a presentation using visual media.

Lesson 1 Resilient Relationships

• Understand the definition of a resilient relationship (human connection)
• Identify inappropriate beliefs around ethical themes (for example, race, and gender)
• Gain a fundamental knowledge of Big Sticky Beliefs in the context of the ABC

Lesson 2 Big Sticky Beliefs (BSBs)

• The difference between Gremlin Beliefs and Big Sticky Beliefs (BSBs)
• Recognise how BSBs can impact behaviour
• Recognise how BSBs cause us to react to situations in ways that do not make sense

Lesson 3 Identifying BSBs

• How BSBs work so that students can identify their own
• How to identify BSBs using ‘what’ questions
• Consider the effect that BSBs can have on relationships

Lesson 4 BSBs and Human Connection

• Recognise that BSBs have a significant influence on feelings and behaviour
• BSBs can cause people to have a different reaction to the same activating event
• Our BSBs can help us understand why we act and feel the way we do

Lesson 5  Changing BSBs

• Practise finding alternative beliefs when a BSB is unhelpful
• Recognise the importance of finding evidence for a belief
• Understand that we can modify or challenge unhelpful BSB

Lesson 6 Communicating BSBs

• Understand that BSBs can affect how we communicate which affects our relationships
• Discover how communicating assertively builds healthy relationships
• Gain strategies to deal with BSBs that cause strong emotions

Lesson 7 BSBs and Planning for the Future

• Understand the long-term implications of Big Sticky Beliefs (BSBs) for our future.
• Know how to manage our BSBs and therefore control our consequences
• Discuss and agree how we will continue to use resilience skills in our lives

Lesson 1 Ambiguity, Complexity & Independent Thought

• Be able to identify personal progress made since the previous resilience lessons
• Understand the concept of ambiguity in decision-making
• Be able to discuss how to approach dilemmas and difficult decisions students may face in the coming years

Lesson 2 Assessing risk & opportunity

• Able to explain the importance of flexible and accurate thinking for dilemmas that I may face in the coming years
• Be better able to identify the risk and opportunity in the decisions I may face in the coming years
• Understand the power of peer influence on the decision-making process

Lesson 3 Weighing up pros and cons

• Practise the skills to objectively ‘weigh up’ a situation
• Understand that our beliefs play a part in our decision-making
• Be able to communicate a decision more effectively and negotiate if appropriate

Lesson 4 Reviewing how we make decisions

• Understand what to do when faced with difficult decisions and choices
• Be able to explain how to apply resilient thinking skills to decision-making
• Reinforce the impact our decisions have

Lesson 1 Defining mental health

• I know where and how to get support both in and beyond school
• I can define mental health
• I can draw parallels between mental and physical health
• I understand that mental health is a spectrum and can illustrate this with examples

Lesson 2 The science of mental illness

• I can define mental health and mental illness
• I understand that mental health is a spectrum and can illustrate this with examples
• I can explain the brain’s role in keeping us mentally healthy

Lesson 3 Understanding mental illness

• I can define depression and anxiety and outline their prevalence
• I can describe the symptoms of depression and anxiety and explain how these might impact on someone’s day-to-day life
• I can explain the most common treatments for common mental health issues

Lesson 4 Mental Illness: triggers, protective factors & promoting well-being

• I can explain a range of protective factors that reduce the risk of developing mental illness
• I understand that physical health underlies mental health and can describe small changes to promote wellbeing
• I can explain some of the common triggers for mental illness
• I can differentiate between facts and myths about mental health and know where to seek further information if I am unsure
• I can describe the ‘five ways to wellbeing’ and outline simple changes I could try to make to promote my own wellbeing

Lesson 5  Mental illness: spotting and supporting

• I can model how to have a conversation with a friend about their mental health
• I know when, where, how and why to get support for myself or a friend and I am aware of the types of support that are available.
• I can recognise the early warning signs of mental illness

Lesson 6 Healthy coping strategies

• I understand that everyone has to manage difficult situations, thoughts and feelings sometimes
• I can describe healthy and unhealthy coping responses
• I can describe a range of difficult situations, thoughts and feelings and suggest specific healthy coping strategies that might help someone manage each of these
• I can explain a range of simple coping strategies and how these might help someone manage difficult situations, thoughts and feelings
• I know how and where to access further support if I need to

Lesson 7 Reducing mental health stigma

• I can define stigma and describe the impact it may have on someone with mental illness or emotional wellbeing issues
• I can demonstrate some simple steps to overcoming mental health stigma in our school community to enable those who need it to seek support

Lesson 1 Barriers to Success

• Apply the skills of resilience to studying and exam experiences
• Identify my personal learning experience
• Identify and set objectives that improve the learning experience.

Lesson 2 Learning Priorities and Strategies

• Explore my personal strengths and weaknesses in my approach to learning
• Teach my peers about an area I am comfortable with
• Learn from my peers about an area that I am less comfortable with

Lesson 3 Learning Mindsets

• Explore the beliefs I have about learning.
• Understand that a growth mindset about learning and intelligence will help me
• Identify evidence for a growth mindset about learning

Lesson 4 Dealing with Anxiety

• Identify when anxiety is getting in the way of my learning or my ability to do my best in tests and exams
• Reinforce my knowledge of the WoBbLe skill
• Reinforce my skills for Harnessing Emotions

Lesson 5 Action Planning

• Practise using the skills in the moment
• Reflection on my own wellbeing, my learning process and how I can be my best in this school year
• Consider and explore anything I need clarity on

Lesson 6 Emotions, Energy and Performance

• Explore a model used in sports psychology
• Understand that our emotions impact our energy and performance
• Identify key actions to take control in a way that is helpful

Lesson 7 Strengths

• Explore and identify personal strengths
• Understand that we all have unique talents and strengths
• Consider how and when personal strengths are helpful and when they can hinder

The lead is someone who can work with Bounce Forward as our main point of contact.

The timetable needs to build one lesson per week.

You need to identify the teaching staff so they can be registered for the foundation training.

You can download the Suggested Timetable for Healthy Minds to help you with planning.

Please remember that ALL materials can be adapted to meet your delivery model and Bounce Forward will support and assist you along the way.

Provide the name of the teaching staff who will complete the foundational Teach Mental Resilience, training which is a total of 10 hours (1.3 days) of CPD.

There are different dates options available.

The training is currently delivered on-line.

Bounce Forward will arrange the set up data collection using the BounceTogether platform.

Teaching staff members completes .breath training, which is 7 hours (1-day) of CPD

Bounce Forward will provide an access code for the training which is provided by Mindfulness in Schools Project (MISP).

Bounce Forward will provide you with access to

• 14 lessons Social Media Investigated
• 24 Resilience Booster lessons that reinforce and boost the skills
• 9 From School to Life lessons
• 7 Mental Illness Investigated lessons

Each set of materials is supported with a pre- recorded CPD webinar to prepare for teaching.

You provide us with your evidence of one-year of monitoring, included on school improvement plan, and timetable plans for the remaining 4 years to teaching and learning.

Celebrate your success. receive your certificate and use the kite mark logo on your website.

Receive recognition through a letter from Professor Lord Layard, Emeritus Professor of Economics at the London School of Economics.

Yes! It’s the only evidence based suite of its kind!

The Department for Education and HM Treasury include Healthy Minds in guidance when considering the economic arguments for building wellbeing. You can trust that this is an investment worth making.

Bounce Forward Healthy Minds was also showcased at the All Party Parliamentary Group for Children’s Wellbeing in December 2021.

Healthy Minds is NOT a subscription model. Once schools have the package they can use the teaching resources year on year.

When Bounce Forward make updates to the lesson materials, the updates are sent to all certified teachers at NO extra charge.

The £1,980 includes professional training for ONE member of staff. Additional staff can be added for £195 pp. This charge gives them access to the foundational professional training Teach Mental Resilience. They are then sent the full Healthy Minds suite for no extra charge.

The package includes 1 full year of access to the BounceTogther data platform. Subsequent years are chargeable and arranged directly with BounceTogether.

Teach Mental Resilience is professional training delivered by our expert team. We know that high quality training is essential for the quality of teaching and learning and improved outcomes for students.

It also means there is more than one member of staff within the school are trained. It means practice can be shared. It helps with timetabling, cover and support as it gives a ‘team’ feel to this important area of education.

Bounce Forward encourages schools to think strategically about embedding Healthy Minds as part of school improvement planning.

The initial investment should be compared to resource put into ‘fire fighting’ and responding to need of students that the Bounce Forward Healthy Minds lessons will help reduce. It is estimated that each £1 spent offers a £5 cost saving.

Yes. If signing up to the full five year package doesn’t work for your school you can start slowly and purchase each element separately.

You can start with Teach Mental Resilience which is the foundation training and provides access to the starting teaching resources.

Beyond this you can purchase the rest of the elements in a way that suits your school, and at a pace that suits your needs.

Yes, you still take the same journey and start with the foundational skills. All materials are adaptable and Bounce Forward will support you.

The Healthy Minds curriculum is designed for secondary aged pupils. That said much of the leaning is suitable for KS2 and the materials can easily be adapted.

Please talk to us for guidance and support.

• Barnwell School – Stevenage
• Carlton le Willows –  Nottingham
• Chancellors School – Brookmans Park
• Dormers Wells High School – Ealing
• Francis Coombe Academy – Watford
• Herne Bay High School – Kent
• Holmer Green Senior School – Bucks
• Icknield Community College – Oxford
• Longdean School – Hemel Hempstead
• Rickmansworth – Croxley Green
• St Albans Girls School – St Albans
• St Augustine Academy – Kent
• St Lukes Special School – Redbourn
• St Mary’s C of E High School – Cheshunt
• St Michael’s Catholic High School – Watford
• The Leigh Academy – Dartford
• The Radclyffe School – Oldham
• Waterhead Academy – Oldham
• William Borlase’s Grammar School – Marlow

• Bridgwater College Academy
• Cornwallis Academy
• Darftford Science and Technology College
• Didcot Grils School
• Haygrove School
• Kinsgely School – Bideford
• Leigh Academy Rainham
• Mascalls Academy – Kent
• Skinners Academy
• Stratford Grammar
• The Suthers School – Newark
• Truro High School
• Welling School

Schools need to evidence the following criteria to achieve the kitemark:

• A strategic approach to wellbeing, that is owned by senior leaders, governors, and supported by parents and the wider school community.
• Regular and sustained timetabled teaching and learning, facilitated by trained staff to teach resilience skills and build social and emotional capacity.
• The teaching and learning is monitored for quality and standards in line with other subject areas.
• The work is featured as part of school improvement plans and activity is needs led based on review, data and feedback.