Does your institution take active steps to create a learning environment free of stigma and discrimination on a daily basis?

• Yes
• Up to a certain extent
• No

Would you say your institution facilitates respectful and non-judgmental discussions about mental health among learners?

• Yes
• Up to a certain extent
• No

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)?

• Yes
• No

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?

• Yes
• Up to a certain extent
• No

Does your institution have a specific policy document promoting mental health inclusion?

• Yes – a detailed and comprehensive document about mental health inclusion, outlining the institution’s support to its learners, its ongoing commitment to staff training, and how it works with the wider community to promote learners wellbeing
• Yes – a detailed document / chapter about mental health inclusion with specific arrangements addressing mental health challenges of learners
• Yes – a detailed document about inclusion as a whole, which makes provision for the promotion of positive mental health and wellbeing among learners as well
• Yes - a general document about inclusion, including some notes about mental health inclusion
• Yes – some general principles about inclusion as a whole, without specifically referencing learning disability and mental health challenges (unlike learning disability, mental health challenges can affect anyone at any time and may be overcome with treatment. A learning disability is a reduced intellectual difficulty with everyday activities which affects someone for their whole life
• No

Are objectives and priorities of mental health inclusion policies in place regularly reviewed?

• Yes – Every term
• Yes – Once a year
• Yes – From two to three years
• Yes – Each time there is a change in the school leadership
• Up to a certain extent – Policies are only randomly reviewed
• No

Would you say that your institution offers its learners the opportunity to take part in decision-making about policies that affect them?

• Yes - each month learners can meet to discuss policies
• Yes - each term learners can meet to discuss policies
• Yes - each year learners can meet to discuss policies
• Yes - only the student leadership team has a say in policies
• No - decisions are made by the teaching staff
• No – decisions are only made by the school leadership

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?

• Yes - Every quarter
• Yes - Every term
• Yes - Once a year
• Yes - Every two to three years
• Yes - Only when an unfortunate circumstance related to the mental health of your institution’s teachers and administrative staff occurs
• No

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?

• Yes – Training is updated every quarter
• Yes – Training is updated every term
• Yes – Training is updated every year
• Yes - Training is updated every two to three years
• Up to a certain extent - Training is not regularly updated
• No

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)?

• Yes
• Up to a certain extent
• No

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?

• Yes
• Up to a certain extent
• No

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?

• Yes – Regularly throughout the academic year
• Yes – Only on some particular occasions, such as World/National Mental Health Day, UNESCO International Day of Education or similar events
• No

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?

• Yes
• No

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?

• Yes
• Up to a certain extent
• No

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?

• Yes
• No

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)?

• Yes
• Up to a certain extent
• No

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?

• Yes – The institution hosts a dedicated desk consisting of professionals (psychologist / psychiatrists / mentors / counsellors) parents can refer to all year round
• Yes – Information is provided to families at the beginning of the academic year or at one of the parent-teaching meeting throughout the year in the form of presentation or as written information
• Yes – Online support is provided on the institution’s web page
• Yes – Support is provided only when a difficulty related to the mental health of a learner arises
• Up to a certain extent – Families are only pointed to external resources
• No

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?

• Yes
• No

Does your institution have signage/imagery (such as posters, banners, email signatures etc.) promoting talking and being open about mental health?

• Yes
• No

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?

• Yes
• Up to a certain extent – Sanctions are only meant to punish the perpetrators but not to correct their behaviour
• No