1.2 Avoiding labels
When working with learners, you will notice that how they present themselves generally remains fairly consistent throughout their learning if they are coping well. However, when someone is not coping, some behavioural changes might be displayed. It is important to try to identify any such indicators, no matter how small, in order to offer support.
As you saw in Activity 1, being able to interpret indicators might not always be easy. The important learning from these scenarios is that, as an educator, you have a duty of care to learners which starts with noticing when changes to usual behaviour occur. This may, or may not, be linked to a mental health difficulty, but you are still able to identify at an early stage if a learner is struggling and signpost to appropriate support.
It’s important to re-enforce earlier messages that you should not attempt to label or diagnose a specific mental health difficulty. Rather it is to an opportunity to spot difficulty or concern, to offer initial support and/or refer or signpost them to appropriate services within – or outside of – your learning environment.
As an educator you are a primary contact for your learners and are therefore well positioned to recognise potential indicators of mental health difficulties and to progress support for learners.