ALTDAP LaunchPad · facilitator sheet
Track 02: Mental Health, Emotional Resilience & First Aid
10 modules. In an emergency call 112.
Allow 30 to 45 minutes for each module, including the quiz.
Before the session
- Read the module yourself first, and do the quiz.
- Know who your school's safeguarding lead is, and how to reach them today.
- Have the emergency page ready. In an emergency the only number to call is 112.
- Decide where a learner can go if they need to step out. Never leave them alone if they are upset.
During the session
- Say at the start: nobody has to share anything personal, and anyone can pass on any question.
- Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
- Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
- The private tasks are the learner's own. Do not collect, mark or read them.
- Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.
If a learner tells you something serious
- Stay calm and listen. Do not interrupt, and do not show shock.
- Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
- Tell them it is not their fault, and that they were right to tell.
- Do not question them for details, do not ask leading questions, and do not confront anyone.
- Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
- Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
- If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
- Do not discuss it with colleagues or learners who do not need to know.
After the session
- Note anything that worried you, and tell your safeguarding lead, even if it seems small.
- Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.
Never
- Never promise secrecy.
- Never blame a learner, or suggest they did something to cause it.
- Never ask a learner to share personal experiences, in front of the group or alone.
- Never investigate, confront the person, or contact the family yourself before your lead decides.
- Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.
The modules
Module 1Understanding Emotional Well-being
Covers
- What emotional well-being means
- Having a feeling is not the same as being that feeling
- Where support can come from
- Try it: scenario sort
- Think about it
The one thing to leave them with: No feeling is bad or wrong. What matters is what we do next and who we reach out to.
Module 2Recognising Stress and Early Signals
Covers
- Four places stress can show
- Notice, Name, Choose, Review
- Try it: early-warning detective
- Think about it
The one thing to leave them with: This is a reminder, not a diagnosis. If worrying signs are strong, last a long time or get worse, talk to a trusted adult or a qualified professional.
Module 3Everyday Coping and Grounding
Covers
- A coping menu
- A grounding exercise, eyes open
- Try it: strategy stations
- Think about it
Module 4Emotional Regulation and Decision Pauses
Covers
- Feelings can influence choices, but you are still in charge
- The STOP pause
- Try it: pause or get help now?
- Think about it
The one thing to leave them with: STOP is a memory aid, not a clinical protocol. It is for everyday decisions. If someone may be in danger, do not pause to use it: get help right away.
Module 5Resilience, Setbacks and Self-Compassion
Covers
- What resilience really is
- Kinder words to yourself
- Try it: the next-step ladder
- Think about it
The one thing to leave them with: Self-compassion is not pretending nothing is wrong. It is treating yourself with the care you would offer a good friend.
Module 6Supportive Listening and Peer Boundaries
Sensitive topic: be ready for a learner to tell you something
Covers
- What helps, and what does not
- Useful phrases
- Try it: practise in threes
- Think about it
The one thing to leave them with: Privacy and secrecy are different. You can respect someone's privacy and still involve a trusted adult when their safety may be at risk. That is care, not betrayal.
Module 7When and How to Seek Help
Sensitive topic: be ready for a learner to tell you something
Covers
- Asking early is a good idea
- A ladder of support
- Words you can use
- Try it: barriers and answers
- Think about it
Module 8Recognising Urgent Safety Concerns
Sensitive topic: be ready for a learner to tell you something
Covers
- When help cannot wait
- What to do
- What not to do
- Try it: choose the right step
- Think about it
The one thing to leave them with: You do not need to have the answers. Getting a trained adult involved quickly is the helpful thing to do, and it is never a betrayal.
Module 9Personal Well-being and Support Plan
Covers
- What goes in a plan
- Check your plan
- Think about it
Module 10Practice, Reflection and Next Steps
Covers
- Putting it together
- Try it: skill-choice challenge
- Your next step
- Think about it
The one thing to leave them with: A short quiz shows what you have understood. It does not measure your mental health, and it is not a test of you as a person.