Refer to your Community Resource Mapping Project Guide.
TEACHER NOTES: Explain the 'Community Resource Mapping Project.' Distribute the project guide. Clearly state the instructions: In small groups, brainstorm and identify existing school and community resources relevant to student well-being. Give examples if necessary (school counselor, nurse, local mental health clinic, food banks, after-school programs).
What resources did your group discover?
"Let's build a collective understanding of the support network available to our students."
TEACHER NOTES: Facilitate a brief share-out. Have each group quickly present 1-2 key resources they identified. Encourage cross-pollination of ideas and highlight any resources that might have been overlooked. Emphasize the variety and breadth of available support.
"It can be daunting to talk to a student about seeking help. The goal is connection, not therapy."
Empathy
Active Listening
Non-Judgmental
TEACHER NOTES: Introduce the idea of initiating conversations. Emphasize that the goal is to encourage help-seeking, not to be a therapist. Highlight empathy, active listening, and non-judgmental language. Distribute the script material.
Use the Referral Scripts to practice different scenarios.
Focus on initiating and guiding towards help.
Take turns being the educator and the student.
Be empathetic and supportive!
TEACHER NOTES: Explain the role-playing activity. Pair participants up. Instruct them to use the 'Referral Conversation Scripts' and take turns practicing the scenarios. Encourage them to focus on the conversation starters and follow-up prompts. Circulate to offer guidance and feedback.
What did you learn from practicing these conversations?
What felt natural? • What was challenging? • What worked?
TEACHER NOTES: Reconvene the full group. Ask: "What felt easy? What was challenging? What did you learn from this practice?" Encourage participants to share insights and strategies they found effective. Reinforce the importance of practice and genuine care.
Fear of being labeled, judged, or treated differently.
Unknown outcomes or fear of disappointing others.
Not knowing what help looks like or how it works.
TEACHER NOTES: Lead a discussion on why students might be reluctant to seek help. Brainstorm common barriers such as stigma, fear of judgment, lack of understanding about what help entails, or even practical barriers like transportation. Encourage participants to share experiences without identifying specific students.
Confidentiality vs. Mandatory Reporting
Always follow your school's specific policies and guidelines for student safety.
TEACHER NOTES: Discuss proactive strategies to overcome these barriers. Emphasize building strong relationships, normalizing help-seeking by talking about mental health openly (where appropriate), and providing clear, actionable steps for students. Also, review school policies on confidentiality and when mandatory reporting is required.
Your role is to connect students to professional help, not to provide treatment.
Listen
Empathetically
|
Offer
Resources
|
Know
Your Limits
TEACHER NOTES: Remind participants about their role in connecting, not solving. Reiterate that they don't need to have all the answers, just the ability to guide students to those who do. Emphasize the importance of self-care for educators.
Start building your quick-reference guide today:
1
Key School Contacts
2
Community Referrals
3
Conversation Starters
This is a living document!
TEACHER NOTES: Introduce the final activity: starting their personal resource guide. Explain that this is a living document they can continually update. Encourage them to include school contacts, community referrals, and helpful conversation starters they learned today. This will be their go-to reference.
Continue to cultivate a supportive environment.
Utilize your resource guide.
Don't hesitate to reach out for support yourself.
Thank you for your commitment to student well-being!
TEACHER NOTES: Thank participants for their engagement. Open the floor for any final questions. Reiterate the importance of their role and the impact they have. Encourage them to utilize the resources and strategies discussed today. Provide clear next steps if applicable.
Educator
"Chloe, could I steal you for a quick chat? I've noticed you've been a bit quiet lately, and I just wanted to see if everything is okay."
Student
"Yeah, I'm fine."
Educator
"You know, sometimes when we say we're 'fine,' we're actually going through a lot. I've noticed you haven't been hanging out with friends... It's okay not to be okay. Dr. Lee, our school psychologist, is an amazing resource. Have you ever thought about talking to her?"
Student
"No, I don't want to make a big deal out of nothing."
Educator
"It's never a 'nothing' when you're feeling isolated. Dr. Lee offers a safe space to talk through what you're experiencing. It's about taking care of yourself. I can help find a time to meet her, or just give you her info if you'd rather reach out yourself."
