Training Module on the Right to Mental Health in the Academe Tier 1 supports are typically implemented for prevention, are designed to reach all students in a school, and are delivered within the scope of the general education curriculum. Example: Delivering an evidence-based social and emotional learning program in all classrooms (universal prevention strategy) • Provide mental health awareness and education activities • Foster a stable and positive learning environment and create a sense of belonging through strong relationships, embracing diversity and inclusive practice • Foster resilience through explicit teaching of social and emotional skills: self-awareness, emotional regulation, social-awareness, relationship skills, responsible decision making • Promote partnerships with families • Safe and effective management of critical incidents Tier 2 interventions are intended for students with mild or emerging mental health needs (i.e., social, emotional, or behavioral). Tier 2 interventions require effective problem-solving approaches, including the strategic use of data to identify targeted students and match their needs to appropriate, evidencebased treatments. These interventions are typically delivered in small group settings and are time-limited in duration. Example: A school-based mental health clinician delivering an evidence-based mindfulness curriculum over the course of ten weekly half-hour sessions to a small group of eight to ten students identified as having mild to moderate challenges with anxiety. • Maintain routine and continue monitoring changes in learning, behavior, and relationships • Increase awareness of relevant circumstances or adversity at home and school/early learning service • Establish a level of concern, and if indicated, follow procedure for raising concerns with staff responsible for wellbeing (and involve family and child/young person if age appropriate) • Prioritize safety in classroom and playground • Further invest in relationships between educators and children/young people, and facilitate positive peer connections • Increase educational supports • Implement internal well-being support 17