Mental Health Continuum

According to the World Health Organization (WHO), mental health is a state of mental wellbeing that enables people to:

• realise their abilities

• learn and work effectively

• cope with life’s stresses

• contribute to their community.

‘Mental health’ is not the same thing as ‘mental health issue or condition’.

Mental health exists on a continuum, meaning it can fluctuate based on life experiences, stressors, and support systems. Mental health is not just the absence of a mental health issue or condition, but the presence of resilience, emotional balance, and positive coping strategies.

The Be You Mental Health Continuum is a scale that represents how a child or young person’s mental health can change. 

At one end, Flourishing represents optimal functioning in which a child or young person feels mentally healthy and functions well, and their environments accommodate and are responsive to their unique needs. When children and young people are flourishing, they have safe, supportive relationships with trusted adults and peers. Their differences are understood and accepted, and they have the capacity to meaningfully participate in all aspects of their life.  

Next are children and young people who are Going OK. They function appropriately when their environment supports them to do so, and they don’t experience frequent or significant feelings of distress. 

In the Struggling range are children and young people who may come to an educator's attention due to more noticeable distress. This distress is generally time-limited and can have an impact on their behaviour, learning and relationships. 

These experiences may be:

•      an expected part of development and growing up
•      an expected emotional reaction to challenging life circumstances 
•      an indication of neurodevelopmental differences 
•      the early signs of an emerging mental health condition. 

Children and young people at the far right-hand side of the continuum have thoughts, feelings and behaviours that indicate extended periods of distress. These can have a Severe impact on everyday activities. Children and young people may need tailored support from adults to move out of this zone, as they may not have the learnt regulation skills to be able to do this independently. 

Children and young people can shift back and forth along the continuum 

Mental health changes in response to different stressors and experiences. Many factors can affect where someone sits on the continuum generally, and at any given point in time. These factors can be internal, external or a combination of both. 

Most children and young people sit at the left end of the continuum most of the time. This can indicate that they are generally mentally well and able to perform day-to-day activities.  

Within the scope of your role as an educator, it’s important to be aware of changes in children and young people’s behaviour and emotions. This can help you identify and promote opportunities to enhance their social, emotional and educational development. 

Some children and young people may demonstrate changes in their relationships, behaviour and learning. These changes suggest they may be in, or are moving towards, the severely impacting end of the continuum. 

Educators are key adults in a child or young person’s life. You may notice changes in behaviour, inquire sensitively about the changes and have discussions about potential support pathways. Learn more about this in the Early Support domain. 

Noticing signs and taking action can make a significant difference to a child or young person’s mental health and educational outcomes. 

Using the Be You Mental Health Continuum 

If you are concerned about changes in a child or young person’s behaviour, you can use the Mental Health Continuum to consider the level of support they may need. 

Development and context matters 

A wide range of emotions and behaviours are expected at different ages and stages of a child or young person's development. However, thoughts, emotions and behaviours can be influenced by many factors. These include the child or young person’s disposition, cultural background, social and emotional skills, trauma history, and if there are learning and developmental differences. 

Other things to consider include context and what’s going on in their life. Strong emotional and behavioural reactions are understandable and expected when someone is faced with difficult circumstances. These should not necessarily be considered signs of a mental health condition.

The Mental Health Continuum, and your knowledge of the individual child or young person, can help you consider factors that may be influencing their behaviour.

Remember, as an educator it’s not your role to diagnose or make conclusions about a child or young person’s state of mental health. That is the role of an appropriate professional. 

However, it is your role to:

•      promote positive actions which benefit mental health in your practice
•      monitor children and young people who may require more attention and support during                     unsettled periods
•      identify and raise concerns for those who may need more targeted assistance from leadership,       wellbeing teams or external mental health professionals.
  
  

BETLS Observation Tool 

The question prompts in the BETLS Observation Tool may support you to consider where a child or young person may sit on the Be You Mental Health Continuum.

Using the BETLS Observation Tool and Mental Health Continuum together can help you document your observations and consider whether the child or young person would benefit from additional support.