Lesson Plan
Signals Not Secrets
Students will list three signs of stress/anxiety/depression and match each to one supportive action or resource.
This lesson empowers students to recognize mental health challenges and access help, fostering a supportive community. It helps students identify signs in themselves and others, promoting proactive mental well-being.
Audience
10th Grade
Time
30 minutes
Approach
Direct instruction, small-group discussion, and individual reflection.
Prep
Teacher Preparation
15 minutes
- Review the Signals Not Secrets Lesson Plan and all linked materials: Warm-Up, Slide Deck, Activity, Worksheet, Reading, and Cool-Down.
- Print copies of the Scenario Cards Spot the Sign (one set per small group).
- Print copies of the Signs-to-Support Match Sheet (one per student).
- Print copies of the School and Community Support Map (one per student).
- Ensure projector/screen is set up for the Signals and Supports Slides.
- Prepare a board or digital space for the warm-up responses.
Step 1
Warm-up: Identify a Recent Hard Day Sign
5 minutes
Hook and Engage
- Greet students and display the 'Warm-up: Resources for Hard Days' prompt on the board or projector.
- Ask students to silently reflect on a recent 'hard day' and one sign they noticed in themselves (e.g., feeling tired, irritable, withdrawn).
- Teacher Note: Emphasize that this is for personal reflection; no need to share details of the hard day.
- Ask students to write down one way they coped or one resource they thought about accessing during that hard day on a sticky note or in a digital format. These can be collected anonymously or discussed briefly as a whole group if students are comfortable.
Step 2
Teach Common Signs and When to Reach Out
8 minutes
Direct Instruction
- Use the Signals and Supports Slides to introduce common signs of stress, anxiety, and depression.
- Focus on the 'Key Concepts' outlined in the lesson: warning signs, protective factors, bystander support, confidentiality, and boundaries.
- Explain the difference between normal ups and downs and persistent signs that might indicate a need for support.
- Provide clear examples of when to reach out for help, both for themselves and when observing signs in others. - Briefly introduce the concept of 'protective factors' – things that help us cope and stay resilient.
- Teacher Note: Use sensitive language and create a safe space for discussion.
Step 3
Small-Group Scenario Analysis: Spot Signs and Choose Supports
10 minutes
Collaborative Activity
- Divide students into small groups (3-4 students per group).
- Distribute the Scenario Cards Spot the Sign to each group. Each card describes a short situation.
- Instruct groups to read each scenario and identify:
- What are the potential signs of stress, anxiety, or depression?
- What are possible protective factors mentioned or implied?
- What supportive actions could they take, or resources could they suggest? (Emphasize bystander support and knowing when to escalate concerns).
- Encourage groups to discuss confidentiality and boundaries in their responses.
- Circulate among groups, providing guidance and prompting deeper thinking.
Step 4
Complete Match Sheet; Highlight One Go-To Action
5 minutes
Individual Reflection & Consolidation
- Bring the class back together.
- Distribute the Signs-to-Support Match Sheet and the School and Community Support Map.
- Instruct students to individually complete the match sheet, using the discussion from their groups and the support map as resources.
- Ask students to highlight or circle one go-to action or resource they would personally feel comfortable using or recommending if they or a friend were struggling. This could be a person, a strategy, or a specific service. - Teacher Note: Reinforce that reaching out is a sign of strength, not weakness.
Step 5
Cool-Down: Name a Support You Can Access This Week
2 minutes
Wrap-up and Future Connection
- Distribute the Exit Ticket One Support I’ll Use.
- Ask students to write down one specific school or community support they learned about today and how they could access it this week.
- Collect exit tickets as students leave. This helps assess immediate understanding and identifies any students who might need follow-up support.
- Teacher Note: Reiterate the availability of school counselors and other resources.
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Slide Deck
Signals Not Secrets: Know When to Reach Out
Understanding mental health and finding support.
Today, we'll learn to:
- Identify signs of stress, anxiety, or depression.
- Connect signs to supportive actions and resources.
- Know when and how to reach out for help for yourself or a friend.
Welcome students and introduce the day's topic. Explain that today we'll be talking about something really important: recognizing when we or our friends might need a little extra support with our mental well-being.
Warm-Up: Your Hard Day Signals
Think about a recent 'hard day' you've experienced.
What was one sign you noticed in yourself that day?
- Feeling tired?
- Irritable?
- Withdrawn?
- Something else?
How did you cope, or what resource did you think about using?
Prompt students for the warm-up activity. Reassure them that this is a personal reflection and they don't need to share private details.
Mental Health: What are the 'Signals'?
Just like a car has warning lights, our bodies and minds send us signals when we might need to check in. These are NOT secrets, but signs we should pay attention to.
Key Concepts:
- Warning Signs: What to look for in yourself and others.
- Protective Factors: Things that keep us strong.
- Bystander Support: How to help a friend.
- Confidentiality & Boundaries: Important considerations when supporting others.
Introduce the idea of 'signals' in our mental health. Explain that our bodies and minds give us clues when things are off. Emphasize that these are normal experiences, but persistent or overwhelming signals might need attention.
Spotting the Signs: Stress, Anxiety, Depression
Sometimes, stress, anxiety, or depression can feel overwhelming. Here are some common signals:
Emotional/Mood Changes:
- Persistent sadness or irritability
- Loss of interest in activities you once enjoyed
- Feeling hopeless or helpless
- Extreme mood swings
Behavioral Changes:
- Withdrawing from friends and family
- Changes in sleep patterns (too much or too little)
- Changes in eating habits (significant increase or decrease)
- Difficulty concentrating or making decisions
- Increase in risky behaviors
Physical Symptoms:
- Headaches or stomach aches without a clear medical cause
- Constant fatigue or lack of energy
Go over specific warning signs. Use clear, non-judgmental language. Encourage students to think about changes in behavior or feelings. Connect to the 'warning signs' key concept.
When to Reach Out for Support
For yourself:
- When signs are persistent (last for more than a few weeks).
- When they interfere with your daily life (school, friends, family).
- When you feel overwhelmed or unable to cope alone.
For a friend:
- If you notice significant changes in their mood, behavior, or energy.
- If they express feelings of hopelessness or talk about self-harm.
- When in doubt, always reach out to a trusted adult!
Protective Factors: What helps us stay strong?
- Supportive relationships (family, friends, mentors)
- Healthy coping skills (exercise, hobbies, mindfulness)
- Sense of purpose and connection
Explain 'When to Reach Out.' Stress that these are not definitive rules, but guidelines. The main message is: if you're concerned, it's always okay to talk to someone. Introduce the idea of protective factors: what helps us cope.
Activity: Scenario Cards – Spot the Sign
In your small groups, you'll get scenario cards.
For each card, discuss:
- What are the potential signs you notice?
- Are there any protective factors present?
- What supportive actions could be taken?
- How would you handle confidentiality and boundaries?
Remember, you're practicing bystander support!
Transition to the activity. Explain the purpose of scenario cards and how they relate to bystander support, confidentiality, and boundaries. Emphasize the importance of working together and respecting each other's ideas.
Reflect & Connect: Finding Your Supports
Now, let's bring it all together.
- Individually complete the Signs-to-Support Match Sheet.
- Use your group discussions and the School and Community Support Map as resources.
- Highlight ONE go-to action or resource you would personally feel comfortable using or recommending.
After the group activity, bring students back together. Transition to the individual reflection sheet. Remind them to use the provided resource map.
Exit Ticket: One Support I'll Use
On your Exit Ticket One Support I’ll Use, write down:
- One specific school or community support you learned about today.
- How you could access it this week.
Take this knowledge with you. You are not alone, and reaching out for help is a sign of strength!
Conclude the lesson with the exit ticket. Reinforce the main message: reaching out is a sign of strength and there are always people and resources available. Thank students for their participation.
Activity
Scenario Cards: Spot the Sign
Instructions: In your small groups, read each scenario. Discuss the questions below for each situation. Be ready to share your group's insights with the class.
Discussion Questions for Each Scenario:
- What potential signs of stress, anxiety, or depression do you notice in the person?
- Are there any protective factors present or missing in the scenario?
- What supportive actions could you take as a peer, or what resources might be helpful?
- How would you consider confidentiality and boundaries in this situation?
Scenario 1: Always Tired
Maria used to be really energetic and loved playing soccer after school. Lately, her coach has noticed she's been dragging her feet, missing practices, and seems constantly exhausted. Her friends say she barely talks during lunch and just stares at her phone. When asked if she's okay, she just shrugs and says, "I'm fine, just sleepy."
Scenario 2: Perfect Pressure
Liam is a straight-A student who always seems to have everything together. Recently, his grades have started to slip slightly, and he's been staying up late studying, often sending frantic texts to friends at 2 AM. He's also been snapping at his parents and classmates, which is very unlike him. When a friend tried to ask if he was stressed about college applications, Liam got angry and said, "I can't afford to mess anything up!"
Scenario 3: Isolated Online
Chloe used to be very social, always posting on Instagram and making plans with her group. Over the past month, her online activity has completely dropped off, and she hasn't responded to messages from friends. When she does come to school, she wears a hoodie pulled low, avoids eye contact, and rushes out the door as soon as the bell rings. Her best friend is worried but doesn't want to make her feel worse by bringing it up.
Worksheet
Signs-to-Support Match Sheet
Instructions: Based on our discussion, the slides, and the scenario activity, list three different signs of stress, anxiety, or depression. Then, for each sign, identify one supportive action or resource that could help address it. Finally, highlight one go-to action or resource you feel confident using or recommending.
My Top 3 Signs & Supports
Sign 1:
Supportive Action/Resource for Sign 1:
Sign 2:
Supportive Action/Resource for Sign 2:
Sign 3:
Supportive Action/Resource for Sign 3:
My Go-To Support
Out of all the supports we discussed today, what is ONE go-to action or resource you would personally feel comfortable using or recommending if you or a friend were struggling?
Reading
School and Community Support Map
Knowing who and where to turn to for help is a powerful protective factor. Here's a map of resources available to you and your friends:
School-Based Supports:
- School Counselors: Available for confidential conversations, support with personal and academic challenges, and referrals to outside resources. They are often the first stop for many students.
- How to access: Talk to them directly, ask a teacher to connect you, or visit the counseling office during office hours.
- School Social Workers: Can provide support with various issues impacting well-being, including family challenges, peer relationships, and connecting to community services.
- How to access: Ask your school counselor or a trusted teacher to connect you.
- School Psychologist: Offers assessments, counseling, and support for students experiencing learning, behavioral, or mental health difficulties.
- How to access: Typically accessed through a referral from a school counselor or administrator.
- Trusted Teachers/Staff: Many teachers, coaches, and other school staff are caring adults who can offer an ear, guidance, or help you connect with a school counselor.
- How to access: Simply talk to a staff member you feel comfortable with.
- Health Office/Nurse: Can provide support for physical symptoms related to stress or anxiety, and can often connect you to mental health resources.
- How to access: Visit the health office during school hours.
Community-Based Supports:
- Local Mental Health Clinics: Offer therapy, counseling, and sometimes psychiatric services. Many have sliding scales or accept various insurance plans.
- How to access: Search online for "mental health services near me" or ask a school counselor for local recommendations. (e.g., [Insert Local Mental Health Clinic Name/Link Here])
- Crisis Hotlines/Text Lines: These services are available 24/7 for immediate support in a crisis.
- Crisis Text Line: Text HOME to 741741
- National Suicide Prevention Lifeline: Call or text 988
- Trevor Project (for LGBTQ youth): Call 1-866-488-7386 or text START to 678-678
- Peer Support Groups: Organizations that offer groups for teens to connect with others who are facing similar challenges, providing a safe space to share experiences.
- How to access: Ask a school counselor or search for local teen support groups online.
- Family Doctor/Pediatrician: Your doctor can be a great first point of contact for any health concerns, including mental health. They can provide initial advice or refer you to specialists.
- How to access: Schedule an appointment with your family doctor.
Cool Down
Exit Ticket: One Support I'll Use
Instructions: Please answer the following questions honestly and thoughtfully. Your responses will help me understand what you learned and how I can best support you.
-
Name one specific school or community support that you learned about today that you could access if you or a friend needed help. (Refer to your School and Community Support Map if needed!)
-
Briefly explain how you could access this support this week. (e.g., "I could talk to my counselor during lunch," "I could text the Crisis Text Line," "I could talk to my English teacher after class.")
Thank you for your thoughtful responses!