Teaching staff at a primary school in Oxfordshire were seeing increasing signs of emotional distress, anxiety, and behavioural challenges across their Year 6 class. Many pupils were navigating complex family situations, mental health difficulties, and special educational needs.
Teachers were noticing that while the class had strong peer relationships and there was a willingness to support one another, there was a lack of shared language and tools to talk about mental health and worries.
School staff could see a clear need for early intervention at a crucial time for these children, to reduce stigma, build emotional literacy, and create a more supportive classroom culture.
What happened?
The session encouraged pupil voice and choice, with students actively participating in discussions and leading peer support as Mental Health Awareness Ambassadors (MHAA).
School staff were empowered to continue the support afterwards through weekly worry-sharing sessions, as well as utilising the Mental Health Awareness Ambassadors for peer support across the school to keep the conversations going. Parents and carers were involved too, so that they could reinforce strategies at home.
What was the outcome?
The use of the Worry Map activity was particularly meaningful, helping one pupil recognise and articulate their anxiety, leading to a breakthrough conversation with staff and peers. While the post-it note activity revealed hidden worries and has since become a regular part of the class routine.
The introduction of Mental Health Awareness Ambassadors gave pupils a new way to seek support, often choosing to speak to peers before approaching adults.
The project not only improved individual wellbeing for pupils but also strengthened the class community, leaving a legacy of openness and emotional resilience that the school is committed to continuing.