• The Open University

Teacher Development: Embedding Mental Health in the Curriculum

Develop your skills in embedding student mental health and wellbeing in teaching, learning, assessment and peer support activities

1,287 enrolled on this course

A group of people, facing away from us, siting on a quayside, looking out over a bay, with their arms interlinked
  • Duration

    12 weeks
  • Weekly study

    13 hours

Growing numbers of students at schools, colleges and universities are experiencing mental health issues. The act of learning can be extremely positive for student mental wellbeing. However, in other cases it can exacerbate or cause mental health difficulties. Educators can do more to embed mental wellbeing in their teaching in order to prevent or mitigate mental health issues. Calls to action on student mental health have been made globally, yet there is little guidance in this area. This course will equip you to increase learners’ mental wellbeing through inclusive teaching strategies.

Syllabus

  • Week 1

    Introduction to mental health, wellbeing and learning

    • A photograph of an illuminated sign in a darkened window. The sign says ‘hello’ in lower case, white, cursive-style flexible tubing.

      Welcome to the course

      In this activity, you'll meet the educators, find out what's involved in studying this course and consider how formal education can affect learners' mental health.

    • Start sign at a beach

      About the course

      Find out about what’s in the course, how you’ll learn and what the assessment involves.

    • A photo of two young children sitting close together on stone steps. The child on the right is pointing to something on a sheet of paper on a clipboard resting on the knees of the child on the left. The child on the left is holding a pencil.

      Perspectives on mental health and wellbeing

      In this activity, you'll investigate how we talk about and define mental health, and how this differs between contexts and sectors. You'll also explore global statistics regarding mental health problems.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 1 review

      In this activity you'll work to create a definition of mental health for your sector or context, assess your understanding of Week 1, reflect on the week's study and begin developing your reflection portfolio.

  • Week 2

    Barriers to student mental health in teaching and learning

    • A stylised image with two silhouetted human heads facing away from each other against a pink, yellow and blue checkerboard background. The outline of a third head is superimposed in the centre, with lines radiating from it like sun rays.

      Exploring mental health and learning

      Mental health has been conceptualised in many ways over the years. In this activity, you will explore some of the models that have been produced, and their implications for students and educators.

    • A photograph of a rusty closed padlock attached to a rusty latch, locked across a rusty metal plate screwed to three vertical weathered wooden slats. Green vegetation can be seen behind, between the slats.

      Barriers to learner wellbeing: Identity, belonging, motivation and powerlessness

      In this activity, you’ll explore some of the ways in which studying can have a negative impact on learners' mental health, including powerlessness, fear of not belonging or fitting in, and lack of motivation.

    • A photograph of a rusty padlock locked through a rusty latch, beneath a shiny new padlock locked through a metal eye, both apparently securing a pair of blue-painted wooden doors

      Barriers to learner wellbeing: Self-esteem, perfectionism, anxiety and concentration issues

      Low self-esteem, perfectionism, anxiety (including social anxiety) and issues with concentration can all have a negative impact on learners' mental health. Educators can help mitigate against these barriers with careful strategies

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 2 Review

      In this activity you'll identify priority challenges for diverse educational sectors and subjects, assess your learning with a short quiz and reflect on your study of Week 2.

  • Week 3

    Diverse learners and their wellbeing

    • A photograph of a young girl in a classroom, looking straight at the camera. Other children are seated in rows behind her.

      The danger of a single story

      In this activity, you’ll explore why mental health and wellbeing issues need to be considered alongside other aspects of identity, for example gender, sexuality and race.

    • A photograph of four gulls, decreasing in size from left to right. There is a gap between the first three and the fourth. The three on the left are looking at the fourth.

      Culture, discrimination, stigma and the educator's role

      Discrimination against people experiencing mental health issues is widespread and generally results from the stigmatisation of mental illness and a lack of understanding. Explore the impact of stigma and implications for learners.

    • A photograph looking through a circular magnifying glass at some vegetation. A pink flower head with multiple tiny florets is in focus through the magnifier.

      Addressing mental health through curriculum content

      In this activity, you’ll find that one way to enhance learner wellbeing is to explicitly cover mental health issues in dedicated lessons on the topic. Another approach is to ‘infuse’ mental health-related topics in the curriculum.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 3 review

      In this activity you'll assess your understanding of Week 3, and continue developing your reflection portfolio.

  • Week 4

    Designing learning: Multiple means of engagement

    • A hand-drawn diagram or mind map. The subject is Universal Design for Learning - these words are surrounded by a variety of related concepts, written in a variety of colours and with some accompanying doodled images.

      Designing for diverse learners

      This activity explores how personas and vignettes can help educators identify barriers to wellbeing. You'll also find out about Universal Design for Learning (UDL) which gives guidance about how to design activities and curricula.

    • A photograph of a group of people posing their henna-tattooed hands together. There are around nine or ten hands on display, all touching and overlapping one another.

      Social justice, education and wellbeing

      Taking a social justice approach to education can support learners' wellbeing in many different ways. It offers a model for designing teaching and learning activities that are relevant and empowering for all.

    • A photograph of an artwork which features a cartoon-like representation of a bearded man sitting cross-legged on a path between green vegetation. He is resting his elbow on a pile of books. Other people are sitting reading in the background.

      Multiple means of engagement: Autonomy and choice

      In this activity, we’ll look at ways of increasing learners' autonomy and giving them choices over what and how they learn. This enhances wellbeing, but also necessitates reviewing the learner-educator relationship.

    • A photograph of a small open notebook with a pencil resting upon it. A variety of lines, notes and doodled images have been written on the open page.

      Learning outcomes and wellbeing

      In this activity, you'll explore how knowing what to expect can help learners to focus on activities that will help them to achieve a course or lesson's intended outcomes.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 4 review

      In this activity you'll assess your understanding of Week 4, and continue developing your reflection portfolio.

  • Week 5

    Representing learners' backgrounds and developing strong communities

    • A photograph looking upwards to where two white walls meet. On each wall are six or seven small framed artworks or photographs.

      Learner engagement: Recruiting interest

      Learners' sense of belonging and motivation increases when learning activities are relevant to their interests and identity. Choosing resources that represent learners' backgrounds can help. Find out more in this activity.

    • A photo of a group of 11 people seated in a circle on a grass lawn, on a sunny day. Palm trees are visible in the background and to the left hand side of the image. A white building is to the right and the ocean is visible in the distance.

      Learning together: Positive relationships and strong communities

      Group work adds variety to lessons and can help learners make connections with each other. However, it can also be terrifying for some. In this activity you'll learn how educators can nurture strong, safe learner communities.

    • A photograph of a primary school classroom. In the foreground three girls in red uniforms read from books keeping their fingers on the text. Behind a teacher addresses a small group of other children.

      Learning together: Group work

      Working in groups can be an effective way of learning, but can also cause great anxiety for some learners. In this activity you'll explore how educators can design group activities that support, rather than undermine wellbeing.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 5 summary

      In this activity you'll further develop the lesson plan you began working on in Week 3, assess your learning with a short quiz and reflect on your study of Week 5.

  • Week 6

    Working on your assessment

    • Photo taken of a blue sky with a few dragging white wisps of clouds, To the right-hand side corner, a silhouette of a person, white hair, dark glasses and wearing matching sky blue shirt.

      Reviewing the assessment tasks

      In this activity, you'll review the four parts of the assessment and the criteria against which your work will be assessed.

    • A view through a prismatic window to countryside beyond. The window appears to be made up of angled hexagons. all of the surrounding hexagonal panes simply distort and reflect one another’s viewpoints to a degree that renders the image almost abstract.

      Week 6 review

      In this activity, you'll prepare for next week. The Help Area provides an opportunity to ask the course Mentor questions.

  • Week 7

    Multiple means of expression: Assessment and feedback

    • A composite graphic comprising a six by four grid of images of the numbers from 7 to 30. Each number has a different colour and style.

      Introduction to student assessment

      In this activity, you’ll explore the impact of assessment on learners. You'll consider how assessment can cause anxiety and other mental health issues, and how inclusive assessment design can support learners' wellbeing.

    • PEPFAR Brazil refuses grant 2005 nothing about us without us placard

      Inclusive, transformative assessment

      In this activity you'll explore how educators can design assessment that's inclusive, supports rather than undermines learners' wellbeing, offers learners choice, and helps learners monitor their own progress.

    • A photograph of a woman writing in red on a white dry-wipe board.

      Assessment design for wellbeing

      In this activity you'll explore some of the many forms of assessment and will consider their likely impact on learners' wellbeing. You'll also look at worked examples, and the relationship between assessment and learning outcomes.

    • Goal review written on notepad planner with three coloured pens. (c) Photo by [Isaac Smith](https://unsplash.com/photos/8XlMU62ii8I) on Unsplash

      Feedback and wellbeing

      In this activity, you’ll explore the power of feedback, which can transform a learning experience or crush a student’s motivation to learn, with serious impacts on wellbeing.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 7 review

      In this activity you'll add assessment to the lesson plan you began working on in Week 3, assess your learning with a short quiz and reflect on your study of Week 7.

  • Week 8

    Technology and learner wellbeing

    • A photograph of a black man working at a laptop computer, in a dimly lit room. A tablet computer is also on his desk.

      Introduction to educational technologies

      In this activity you'll look at the varieties of educational technology that can be used in teaching across sectors and settings and will begin considering how technology can affect wellbeing.

    • A photograph taken from behind of a person looking at a computer screen. He is wearing headphones. Beyond the computer screen is verdant countryside.

      Technology, learning and wellbeing

      In this activity you'll continue exploring how educational technologies can affect learners' wellbeing and what educators can do to help ensure that the technologies that they use have a positive impact on learners' mental health.

    • Photograph of a white cat layon on the keyboard of a laptop computer.

      Selecting technologies with wellbeing in mind

      In this activity you'll consider the relationship between educational technologies and pedagogy, and will explore some strategies for selecting technologies that support, rather than undermine learners; wellbeing.

    • An artwork featuring a boy, viewed from behind, looking out of an archway-shaped gap in a wall to green vegetation with the sea and an island beyond. The wall is made entirely of books, with letters appearing to emerge from the wall and float away.

      Supporting digital wellbeing

      In this activity you'll explore how educators can support the various dimensions of digital wellbeing through teaching and learning activities.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 8 review

      In this activity you'll adapt the lesson plan you began developing in Week 3 to include elements of educational technology. You'll also assess your learning with a short quiz and reflect on your study of Week 8.

  • Week 9

    Online learning, social media and student wellbeing

    • A photograph of a young black man at a laptop computer.

      Introduction to online learning

      In this activity you'll explore some of the ways in which teaching and learning can take place online, you'll be introduced to the 'online pivot' resulting from COVID-19 and will find out what's involved in a 'pedagogy of care'.

    • A photograph of a sandy beach with a heart shape drawn on the sand.

      Supporting learner collaboration and communities online

      In this activity you'll look at how educators can support learner collaboration and the development of learner communities in online teaching and learning settings, and the implications for student mental health and wellbeing.

    • A photograph taken from behind of a person looking at a computer screen. They are wearing headphones. Beyond the computer screen is verdant countryside.

      Teaching with social media

      In this activity you'll explore some more ways in which educators can support learners' digital wellbeing. You'll look at online safety, social media and mental health and digital identity.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 9 review

      In this activity you'll assess your learning with a short quiz and reflect on your study of Week 9.

  • Week 10

    Institution-wide approaches to learner wellbeing

    • A photograph of an illuminated sign at night. In yellow cursive writing are the words ‘You belong here’ against a black background.

      Introduction to institution-wide approaches to wellbeing

      In this activity you'll gain an overview of how learners' wellbeing might be supported across entire institutions or organisations, and how educators can enhance learners' wellbeing by sharing their own experiences and feelings.

    • A photograph of a teenager, wearing a suit, and holding an open folder, standing in front of an illuminated screen or electronic whiteboard.

      Schools-based case studies

      In this activity you'll explore case studies where schools are trying new ways of supporting learners' wellbeing, and will consider how such approaches could work in other sectors.

    • A photograph of a woman wearing a helmet standing high within the structure of a suspension bridge. Beyond her are more people wearing helmets walking along a walkway parallel to the bridge’s cables.

      Higher education and work-based learning

      In this activity, you'll consider how approaches to learners' wellbeing that have been developed for application in higher education and work-based learning settings can be applied in other sectors.

    • A photograph of someone’s hands oriented as if pushing towards the camera. In focus is the right palm and outstretched fingers. The left hand is immediately behind the right with fingertips visible. The owner of the hands is out of focus in the distance.

      Barriers to implementing wellbeing-focused approaches

      Despite the best of intentions, educators and institutions can face barriers when embedding learner wellbeing into teaching, learning and assessment. In this activity you'll explore some of those barriers and ways to address them.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 10 review

      In this activity you'll devise a checklist for evaluating pedagogical approaches in terms of their likely impact on learners' wellbeing, assess your learning with a short quiz, and reflect on this week's study.

  • Week 11

    Innovative pedagogies and learners' wellbeing

    • Rough painting of a fantasy-style machine, around the letters E L P H.

      Introduction to innovative pedagogies and wellbeing

      In this activity, you'll gain an overview of the week ahead and will be polled on your opportunities for, and feelings about, experimenting with new ways of teaching and learning.

    • A photograph of an illuminated sign in a darkened window. The sign reads Open in a pale orange with a blue underline.

      Open pedagogies and wellbeing

      In this activity you'll find out how open pedagogies are contributing to more equitable education and will explore their possible impact on learners' wellbeing.

    • A photograph of a small Lego character dressed as a white chicken.

      Playful learning and wellbeing

      In this activity you'll explore how playful learning has been used to engage learners of all ages, across sectors and disciplines. You'll also look at the potential impact of play on learners' wellbeing.

    • A photograph of a glacier with thick white clouds above.

      Places, senses, wonder and wellbeing

      Find out about how taking learning into local communities and landscapes, supporting moments of wonder, and stimulating multiple senses can engage learners' curiosity and increase their motivation to learn.

    • A photo showing 8 people seated on a low wall, looking across a bay, viewed from behind. Their arms are interlinked. In the water are yellow pylons carrying cables spanning the bay and supporting yellow cable cars.

      Week 11 review

      In this activity you’ll reflect on your study of Week 11.

  • Week 12

    Conclusion and completing your assessment

    • A white peacock with feathers outsplayed and a golden light shining behind it.

      Assessment overview

      In this activity, you'll explore the four parts of the assessment and the criteria against which your work will be assessed.

    • A photograph of a black kitten with yellow eyes, sitting on rough grass.

      Important guidance about your assessment

      In this activity, you'll be given information about using quotes, referencing and the process for submitting your assessment.

    • A close-up photograph of a mass of green three-leaved clovers or shamrocks

      Thank you and good luck!

      In this final activity, we wish you well for the future. Thank you for joining us on the course!

Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you‘ll be able to...

  • Demonstrate knowledge and understanding of the different ways in which mental health is defined and discussed and of the relationship between mental health and learning in diverse global contexts.
  • Design teaching, learning and assessment activities that promote mental wellbeing and are conducive to positive mental health
  • Identify and critically evaluate some of the barriers to embedding mental health into the curriculum and the ways in which they might be managed.
  • Demonstrate knowledge and understanding of the potential impact of educational technologies on student mental health, and critically evaluate how those technologies can be used to enhance student wellbeing.
  • Evaluate existing curriculum content and identify potential impacts, positive and negative, on student mental health.
  • Synthesise and critically evaluate relevant experience, accounts and formal research evidence as the basis for recommending appropriate ways of designing curricula that are conducive to student mental health and wellbeing.

Who is the course for?

The course is intended for teachers, trainers, learning designers, educational technologists, heads of department and institution leaders in a variety of settings, including schools, colleges, universities, workplace learning settings and other learning environments. It has a global focus and is relevant for learners from countries around the world.

Who will you learn with?

Dr Leigh-Anne Perryman (she/her)

Dr Leigh-Anne Perryman leads The Open University's Masters in Online Teaching programme. Her research explores the relationship between equity, social justice, online teaching and open pedagogies.

Kate Lister

Kate Lister is a lecturer in education at the Open University and is an expert associate at Advance HE. Her research focuses on disability, accessibility and mental wellbeing in learning.

Dr Simon Ball (he/him)

Dr Simon Ball (he/him) is an Open University tutor and consultant researcher, specialising in inclusive online learning, educational technologies & accessibility, following a PhD in ecology.

Dr Tim Coughlan

Dr Tim Coughlan is a Senior Lecturer in Educational Technology at The Open University, researching the design and evaluation of technologies for inclusion, participation and accessibility in learning.

Gini Harrison

Senior Lecturer in Psychology at The Open University. My research spans several psychological domains, including: mental health & wellbeing, eHealth, neurotoxicology and applied cognitive psychology.

Who developed the course?

The Open University

The Open University

As the UK’s largest university, The Open University (OU) supports thousands of students to achieve their goals and ambitions via supported distance learning, helping to fit learning around professional and personal life commitments.

  • Established

    1969
  • Location

    Milton Keynes, UK
  • World ranking

    Top 510Source: Times Higher Education World University Rankings 2020

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