In your everyday role as an educator, you help nudge them towards Flourishing and reaching their full potential in the way you promote their social, emotional and academic development. Most children and young people sit at the positive mental health end of the continuum, most of the time There are many factors, both internal and external, that affect where someone generally sits on the continuum, and also where they sit at any given point in time.
Mental health changes over time in response to different stresses and experiences. Ĭhildren and young people shift back and forth along the continuum These experiences may either be a) an expected part of development and growing up, b) an expected emotional reaction to challenging life circumstances, or c) the early signs of an emerging mental health condition.įinally, children and young people at the far right-hand-side of the continuum have thoughts, feelings and behaviours that are distressing and have a severe impact on everyday activities. In the Strugglingrange are children and young people who may come to the attention of educators due to more noticeable but generally time-limited periods of distress which have a mild impact on their behaviour, learning and relationships. They experience good mental health and an absence of frequent or significant feelings of distress. Next are children and young people who are Going OK.
Mental health and mental health conditions are different and exist on a continuumĪt one end, Flourishingrepresents optimal functioning in which a child or young person feels good, functions well, relates well with others,and approaches their learning with purpose, curiosity and optimism.
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