Support pathways within the School

It is important to recognise that young people are a very diverse group and can have markedly different needs depending on characteristics such as their age, sex, cultural background, family circumstances, and sexual orientation. These differences must be recognised and responses must be sensitive, appropriate and safe for the young person. More information on understanding the diverse mental health needs of young people is at Resource 6: Young people's mental health problems.

There are a variety of ways that the school can be involved in supporting a student with high support needs for mental health and wellbeing. Fundamentally, the roles and responsibilities within the school involve either a particular teacher, group of teachers, and/or the school counsellor (or welfare support staff member) supporting the student.

Some MindMatters Plus GP Division/school partnerships found it helpful to outline these support pathways as follows:¹⁰

Teacher supports student

A teacher may recognise signs of change in a student or notice that a student seems to be having difficulties. The following things may make a teacher concerned about the mental health and wellbeing of a student:

behavioural problems over a period of time
loss of interest in and pleasure in activities/life
being tired
irritability
declining grades unusual for the student
history of family problems, recent separations, death of family member
absenteeism
social withdrawal.

The teacher may respond in the following ways:

1) Teacher manages internally:

The teacher may monitor a student over a period of time and provide support without the assistance of the school counsellor, if it is appropriate to do so.
Classroom support programs may be offered.

2) Teacher refers to the school counsellor:

The teacher may recognise signs of mental health problems and refer the student to the school counsellor.
Where appropriate and within commitment to confidentiality, the counsellor will provide feedback to the teacher in relation to student care and progress.
It is vital to ensure that the impacts of any interventions undertaken throughout the pathway of care are monitored in the classroom, so that the teacher can make appropriate adjustments and support can be provided through positive classroom interactions.

3) Teacher can access other resources:

The teacher may refer to other school supports such as the school nurse, school welfare coordinator, school youth worker, school chaplain, or regional student support services.

School counsellor supports student

The school counsellor may receive referrals through a teacher, another member of school staff, another student or through self-referral of students. The counsellor will discuss with the young person and their family, where appropriate, a referral to the GP and will organise a GP session to support the young person.

The counsellor can respond by:

1) Organising referral to GP:

gain student consent and family consent (if appropriate)
if qualified, complete any necessary diagnostic tests or refer to other school services (such as a school psychologist) for such tests (e.g., K10)
undertake a brief history to ensure the GP has relevant information Contact a GP regarding the possibility of the GP undertaking care of the young person.
contact can be via phone, face-to-face, or protected medical practice email
GP responds and coordinates with counsellor
counsellor relates required details to young person (and family where appropriate)
feedback from GP is provided to counsellor where necessary.

2) Organising support within the school:

The counsellor may refer to other school supports such as the school nurse, school welfare coordinator, school youth worker, school chaplain, or regional student support services.

3) Organising support outside school other than GP:

The counsellor may organise and access support for the young person from other services such as family violence, supported accommodation (see list of local resources to support young people).