Section 8: Supporting children’s mental health
Other comments by some children, and parents/
guardians and grandparents show the variety of
ways that schools and teachers tried to support
the mental health of children, especially younger
children, during remote learning:
Both groups elaborated on what they thought
these supports could look like. Ideas included
more support for addressing bullying and
harassment, and building in activities and
programs to promote positive mental health
and wellbeing into daily life at schools, rather
than just having stand-alone sessions talking
about ‘how to’ do it.
Children and parents wanted tangible supports
and options for children experiencing difficulties
with their mental health and wellbeing.
Providing support for parents/guardians and
grandparents to support their children was also
seen as a contribution schools could make.
However, as discussed in section 7.3(a), many
children in the survey also raised concerns
about the challenges they faced during remote
learning, with lack of teacher support impacting
on their mental health and wellbeing.
When asked about whether schools should do
more to support student’s mental health and
wellbeing, 29% of children and 57% of parents/
guardians and grandparents stated ‘yes’.
Figure 31: Children’s survey: should schools offer more support for children’s mental health
and wellbeing?
33%
29%
Yes (n=1310)
No (n=547)
I don’t know (n=1219)
Did not answer question
(n=1483)
at actually
More activities th
, rather than
improve wellbeing
st talk about
activities that ju
a
ample, there are
wellbeing. For ex
ol
activities’ in scho
e
iv
ct
le
ef
‘r
of
t
lo
eing or mental
relate d to wellb
e
often beco me lik
health, but they
e
or more of th
more scho olwork
ly
t a lot of actual
same. There is no
el
that make ki ds fe
es
ti
vi
ti
ac
’
ng
oi
‘d
e, getting out of
go od. For exampl
d spen ding time
the classroo m an
tive
fun games, crea
outdoors, playing
or
ic, art or making
activities like mus
ts
working on projec
building things,
at
ysical activity th
etc, an d do ing ph
e
t is more inclusiv
bu
t,
or
sp
st
ju
isn’t
sts.
ilities an d intere
of a range of ab
A co mplete
ly safe spa
to do anyt
ce
hing. Whet
her yo u
just nee d
so mewher
e
co mfortab
le to brea
k
down an d
get upset
abo ut so m
ething.
Being able
to offer a
dvice, or
just listen
ing w itho u
t ju dg ing,
acting as
a way to v
ent. Being
able to re
co m men d
metho ds o
co ping, or
f
even sugg
esting
co unsellor
s or thera
pists
o utside of
the scho ol
that they
think wo u
ld suit the
s
tu dent, if
they fin d
it necessa
r y.
—Girl, age
d 14–15, Q
LD
Stakeholders in roundtables also suggested
that schools integrate mental health literacy
and support more organically into the daily
environment and provide more holistic
mental health supports to students. They
suggested that schools be designed not only
to provide education for children, but as hubs
for promoting wellbeing for everyone in the
community, including family and staff.
See section 9.3(c) for more detail on ways to
better support children’s mental health and
wellbeing in schools. These stakeholders
acknowledged that schools and teachers will
need significant support and resources to be
able to achieve this.
—Mother, VIC
12%
27%
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‘Mental health shapes my life’: COVID-19 & kids’ wellbeing • 2022 | 107