Student examples

Below are some examples shared by students that are being taught the Healthy Minds curriculum.

Year 7 – Managing the World Around them

Penn Resilience Programme – Lesson 2 – Understanding the link between thoughts and feelings. Students practice identifying the thoughts that can lead to particular feelings – in this case ‘a little sad’. ABC 2

As the lessons build students learn about different styles of thinking and consider the styles of thinking (such as negative thinking) that can lead to giving up and stopping.

They learn techniques for challenging unhelpful thinking that is getting in the way for them. They learn to look for evidence for their thinking to make sure they are not missing important information that will help them problem solve. They develop a skill for putting their thinking into perspective so that they are not making a mountain out of a molehill or a himalaya out of a mountain! The focus is always on learning skills and straggles rather than solving individual problems. At How to Thrive we refer to it as good quality teaching and learning of resilience skills.


Media Navigator – Lesson 5  – Creating a map that describes how they want to be thought of on-line.

Lesson 5 is reached following a detailed journey of exploring the advantages and disadvantages of social media.

During the Media Navigator lessons students explored ideas and differences between fantasy and reality. They learnt the key concepts of media literacy, that is to be able to access, analyse and create media.

The discussions about the advantages and disadvantages of social media engages students in complex ideas and in lesson 5 and 6 they create their own personal map (as they see themselves right now) and then present their on-line identity to others.



.breathe – Lesson 6 – Homework – Taking in the Good

2015-01-15 08.49.30 During the 6 .breathe lesson students are introduced to the concepts of Mindfulness. They explore the foundational skills and core practice for training their minds to be still, by paying attention to their breath.

For example in lesson one enables students to explore their mind as if it were a puppy that required some training. Like a puppy the mind can wander around, it doesn’t stay where you want it to, it brings back things you didn’t ask for and it makes a mess! They consider the need for repetition by being firm, kind and patient.

Basic breathing techniques for focusing the mind are practised as well understanding some basic structure and the brain and the different functions the parts play in relation to attention.

Homework is a key feature across the Healthy Minds Curriculum as a way to reinforce the learning and create an opportunity to practice what they have learnt away from school. Here we see an example of how a student has focused their thinking on Three Good Things.


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