The following questions will guide you through three key areas (Policy; Training & Teaching Approaches; and Communication & Access to information) that, if properly addressed, will help make your institution a tolerant, inclusive and accepting environment in which the mental health of learners and staff is recognised and supported. The questionnaire has been specifically designed for VET (Vocational Education and Training) institutions, but can also be used by non-VET organisations such as schools and colleges as well as career guidance centres and similar providers.
Each of the responses matches a percentage of your institution’s mental health inclusion footprint. Please note that the lower the footprint, the more mental health inclusive your institution is, so an overall footprint of 30% is a better score than a footprint of 50%.
Once you complete the questionnaire, you will be able to see your institution’s overall footprint and therefore, how mental health inclusive it is. If you choose to register on our platform, you will also be able to compare your institution’s mental health inclusivity to other institutions, share your institution’s existing good practices, and find out about other countries' best practices. In addition, part of your feedback will reference specific sections of the MH+ Charter, to highlight policies indicative of mental health inclusive institutions which you can adopt.
The responses you will give will remain anonymous and be used to assess your institution’s mental health footprint only. The questionnaire will take about 10 minutes to complete.
Does your institution take active steps to create a learning environment free of stigma and discrimination on a daily basis?
Would you say your institution facilitates respectful and non-judgmental discussions about mental health among learners?
Is there a safe space internal to your institution where learners are free to speak openly about their mental health challenges (for example, a room where they can go to unwind and relax, take a short time out, access information on wellbeing strategies or turn to peer mentors)?
Are there any staff members (e.g. teachers, teaching assistants, school counsellors) who function as leads around mental health work or challenges? For example, professionals who evaluate VET programs, provide cognitive assessment, help design prevention programs, ensure information about mental health is present, and work with teachers and administrators to help maximise teaching efficacy?
Does your institution have a specific policy document promoting mental health inclusion?
Are objectives and priorities of mental health inclusion policies in place regularly reviewed?
Would you say that your institution offers its learners the opportunity to take part in decision-making about policies that affect them?
Does your institution offer teachers and administrative staff training opportunities which help them recognise, understand and deal with mental discomfort at work, such as anxiety, depression, stress and burnout?
Does your institution provide its members and staff (including teachers, administrative staff, cafeteria staff, bus drivers etc.) with internal and /or external training on young people’s mental health, the variety of mental health problems there are and signs of emotional distress or suffering?
Overall, in your institution is everyone taught to protect learners from discrimination and bullying because of their mental health status (for example, how to counteract mistreatment that refers to the psychological status of learners and mental health labels)?
Overall, in your institution are lessons planned in a way that learners are also educated about emotional distress and suffering, mental health and their signs, eventually tackling mental health stigma?
Does your institution actively address and educate learners about mental health through assemblies, presentations by guest speakers from mental health advocacy groups, and/or informal activities outside of lessons?
Does your institution offer sessions to all learners on key mental health-related challenges (for example, exam stress, dealing with body image, self-image, social relations, managing anxieties, developing resilience, resolving conflict, communication etc) using interactive resources such as video, books, social media or group activities that promote discussion and share of experiences?
Would you say that your institution’s curricula and teaching programmes show respect toward people with mental health concerns by using appropriate language that is inclusive of all communities and which does not reinforce stereotypes?
Does your institution celebrate both academic and non-academic achievements of learners with the view to build an inclusive environment where people see their strengths recognised?
Does your institution have in place communication standards which are explicit about expectations for civility and respect towards each other’s mental health (for example, empathetic and supportive interaction, support-seeking as a form of courage, importance of social support)?
Is there some kind of support targeting families of learners who experience mental distress designed to help parents/guardians understand what their children may be going through and signpost towards useful information?
Is information about mental health and where to get support readily available to learners in publicly visible locations in the form of flyers, posters, brochures etc?
Does your institution have signage/imagery (such as posters, banners, email signatures etc.) promoting talking and being open about mental health?
Are there effective mechanisms in place to protect the victims of bullying and violence (including verbal violence such as hate speech) while sanctioning the perpetrators, with the aim to correct their behaviour?