Healthy Minds

The most evidence-based curriculum of it's kind!

Exceptional CPD and a scheme of 64 lessons for year 7 – year 11

Healthy Minds is underpinned by a set of psychological skills that build mental resilience, emotional wellbeing and equip young people with essential tools for living. 

  • A skills based curriculum that you can trust
  • Meet statutory relationship and health requirements
  • A key feature of your school improvement plan
  • Stay ahead of the curve with a preventative approach to mental health that has huge impact on the culture of your school

The problem

There has never been a more important time to support young people to build mental resilience and emotional wellbeing so they thrive in education and beyond. Make a change to reduce these statistics:

1 in 1
children in a classroom are likely to have a mental health/wellbeing problem (Children’s Society)
1 in 1
children are unhappy with their school (The Good Childhood Report 2021)
23 %
of mental health problems start by the age of 14 (National Comorbidity Survey Replication)
5 out of 72
The UK ranking for children’s life satisfaction (Journal of the Royal Society of Medicine, Jan 2022)

The problem

There has never been a more important time to support young people to build mental resilience and emotional wellbeing so they thrive in education and beyond. Without these fundamental core skills, the following statistics are liekly tolikely rise:

1 in 1
children in a classroom are likely to have a mental health/wellbeing problem (Children’s Society)
1 in 1
children are unhappy with their school (The Good Childhood Report 2021)
23 %
of mental health problems start by the age of 14 (National Comorbidity Survey Replication)
5 out of 72
The UK ranking for children’s life satisfaction (Journal of the Royal Society of Medicine, Jan 22)

the Solution

Healthy Minds is designed based on adolescent and neurological development and takes a spiral approach so that the learning builds and strengthens over time.

Students tell us Healthy Minds lessons help them to:

Identify damaging unhelpful and negative thoughts

Set rules in relationships and understand what’s not ok

Stick up for themselves, take responsibility for their feelings and actions

Recognise the signs and be able to support friends who are ‘going under’

Have a set of techniques that help in the moment

What the research tells us

Health

Healthy Minds has a positive impact on general health, physical health, externalising behaviours and life satisfaction - which leave a long arm into adult outcomes.

Academics

Healthy Minds improves health-related outcomes without adversely affecting academic achievement, despite diverting time away from traditional academic subjects.

Behaviour

Evidence of lower levels of absence and fewer fixed-term exclusions, in particular amongst students receiving free school meals.

Learning Outcomes

Year 7

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
  • Understand the role of positive emotion
  • Discover that all emotions can be helpful and unhelpful, and we can learn to regulate them
  • Understand that 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

Year 7

An introduction to mindfulness for students. 

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.

Year 7

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.
  • 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

  • Consider the links between the four domains of adulthood.
  • Identify positive and negative role models.
  • Discuss how positive and negative role models influence both success and failure.
  • Understand that having goals for the future is helpful.

 

Lesson 3 Bucket list and timelines

  • Create a wish list.
  • Increase your understanding that ‘difficulties’ are normal and part of everyday life.
  • Create a personal timeline including at least one fork in the road, one obstacle and/or one roadblock.
  • 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

  • Identify images of what I want to be like and not be like, as an adult.
  • 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

  • Practise different problem solving approaches to solve everyday problems.
  • Recognise that others have similar concerns to me.
  • Understand te importance of seeking help and support from others.
  • Consider the importance of starting to solve problems straight away and not delaying.

 

Lesson 9 Solving everyday problems & looking forward

  • Practise problem solving on my own school related problem.
  • Recognise that others have similar problems and concerns to me.
  • Understand the importance of seeking help and support from others.
  • Explore the value of seeking the view of others who may have a different perspective to my own.
  • Consider the importance of starting to solve problems straight away and not delaying.
  • Discuss and consider what I have learnt in From School to Life and how to use it in future.

Year 8

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

Year 8 

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.
  • 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

  • Consider the links between the four domains of adulthood.
  • Identify positive and negative role models.
  • Discuss how positive and negative role models influence both success and failure.
  • Understand that having goals for the future is helpful.

 

Lesson 3 Bucket list and timelines

  • Create a wish list.
  • Increase your understanding that ‘difficulties’ are normal and part of everyday life.
  • Create a personal timeline including at least one fork in the road, one obstacle and/or one roadblock.
  • 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

  • Identify images of what I want to be like and not be like, as an adult.
  • 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

  • Practise different problem solving approaches to solve everyday problems.
  • Recognise that others have similar concerns to me.
  • Understand te importance of seeking help and support from others.
  • Consider the importance of starting to solve problems straight away and not delaying.

 

Lesson 9 Solving everyday problems & looking forward

  • Practise problem solving on my own school related problem.
  • Recognise that others have similar problems and concerns to me.
  • Understand the importance of seeking help and support from others.
  • Explore the value of seeking the view of others who may have a different perspective to my own.
  • Consider the importance of starting to solve problems straight away and not delaying.
  • Discuss and consider what I have learnt in From School to Life and how to use it in future.

Year 8

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 society.
  • Identify the gender constructs in various media examples.
  • Examine how ideas about gender identity affect 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 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.
  • Consider a healthy balanced lifestyle.
  • 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.
  • Understand the connection between marketing of certain products and gambling addiction.

 

Lesson 6  Media and decision making

  • Reflect on their decision making process.
  • Analyse the ways in which we are targeted by media and evaluate how media impact thoughts, beliefs and decisions.
  • Explore ways to take control of the messages that shape decision making.

 

Lesson 7 Creating counter advertisements

  • Define what a counter ad is.
  • Deconstruct and discuss sample counter adverts.
  • Create a counter ad.

 

Lesson 8 Presenting counter advertisements

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

Year 9 

Lesson 1 Resilient Relationships

  • Identify healthy and unhealthy relationships
  • Consider and discuss the beliefs that can help and hinder
  • Test your relationship smarts
  • Explore the foundations of a healthy relationship

 

Lesson 2 Healthy Boundaries 

  • Understand the importance of boundaries for relationships
  • Explore unhealthy, toxic relationships
  • Practice assertive communication for ending a relationship
  • Recognising when something is unsafe and speaking up

 

Lesson 3 Relationship characteristics and parental responsibility 

  • Understand there are different types of relationships
  • Consider the role and responsibilities of successful parenting
  • Explore the financial and lifestyle costs of having a baby
  • Discuss what needs to be in place before deciding to have baby

 

Lesson 4 Big Sticky Beliefs and Relationships 

  • Explore Big Sticky Beliefs
  • Understand 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 5  Identifying Big Sticky Beliefs 

  • Understand how BSBs work
  • Learn how to identify BSBs using ‘what’ questions
  • Consider the effect that BSBs can have on relationships

 

Lesson 6 BSBs and human connections

  • Understand that BSBs can have a significant impact feelings and behaviour
  • Explore how BSBs can cause people to react in different ways and have an impact on relationships
  • Practise finding alternative BSBs
  • Understand how to modify or challenge unhelpful BSBs

 

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

Year 9

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

Year 10

Lesson 1 Ambiguity, Complexity & Independent Thought

  • Identify personal progress during healthy minds lessons
  • Understand the concept of ambiguity in decision-making
  • Know how to approach dilemmas and difficult decisions

 

Lesson 2 Assessing risk & opportunity

  • Able to explain the importance of flexible and accurate thinking for dilemmas
  • How to identify the risk and opportunity in the decisions
  • Understand the power of peer influence on the decision-making process

 

Lesson 3 Weighing up pros and cons

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

 

Lesson 4 Decision Making in Romantic Relationships

  • Practise using the skills to make decisions about romantic relationships
  • Understand the implications of deciding to have sex
  • Knowing where help is available for relationships that are unsafe

 

Lesson 5 Reviewing how we make decisions

  • Know 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

Year 11

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

Measuring Impact

As part of your subscription, you can access the BounceTogether platform to help you capture vital data and help evidence the impact on your school.

Find out how BounceTogether can help you measure the impact of Healthy Minds by downloading the resource below

Testimonials

“Over the past 5-years, Healthy Minds has really helped my year group to understand each others’ feelings a lot better. It has helped us to look at situations in-depth rather than just what they seem on the surface.” 

“I have been resilient by coping because last year my mum died. Healthy Minds has helped me because it has shown me how to act and overcome obstacles.”

Healthy Minds Students

The Suthers School

Share this case study with senior leaders at your school.

Healthy Minds Research Project​

The research project with 34 schools over 5 years that led to the design of Healthy Minds. Funded by the Education Endowment Foundation.

Healthy Minds In Oldham​

Healthy Minds was a key element of the work in schools in Oldham Opportunity Area work.

Healthy Minds

£ 2,190 1st Year Subscription
  • Whole school access to Bounce Forward members area
  • Evidence-based teaching and learning resources and high quality CPD
  • Access to intuitive mental health and wellbeing survey platform
  • Access to bi-weekly member CPD webinars

View our Terms and Conditions here

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Frequently Asked questions

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

The Education Endowment Foundation research found a positive impact on attendance, fixed term exclusions and across wellbeing outcomes.

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.

Your subscription gives the school full access to Healthy Minds for 1-year. At the annual renew stage your subscription is offered at a discounted rate.

The high quality foundation training is delivered to you in pre-recorded videos via your members area. 

Included in your subscription is access to 1-day online training for .breathe lessons - for 1 member of staff. If you wish to add more .breathe training places, speak to a member of the team.

Absolutely. Speak to a member of the team who will take you through the process.

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

Healthy Minds is designed for secondary aged pupils. 

Teach Mental Resilience is designed for primary aged children. 

Please talk to us for guidance and support.

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