Organising Speakers Guide

Engaging a speaker

Early learning services and schools engage speakers for a variety of reasons.

Learn more about why you might engage a speaker, how to choose one and other factors to consider.

Why engage a speaker?

You may want to engage a speaker to talk about their personal experience of a mental health issue to:

increase understanding
encourage help-seeking
correct myths and stereotypes
reduce fear, shame and stigma
promote positive mental health.

The audience may be students, educators, families or a mix of all 3.

While having speakers is valuable, there are some things to consider in deciding whether this would benefit your learning community. Be You strongly recommends your leadership and wellbeing teams discuss the information on this page before engaging a speaker.

Always consider:

what you want to achieve by engaging a speaker
how the talk fits in with other activities in the service or school (mental health-related and other)
whether the learning community is ready to be exposed to the content.

Engaging a speaker for an isolated, one-off activity will have limited value and may cause harm.

Consider the lead-up and follow-up to the talk – not just support but also further learning. The talk may prompt questions, and there may not be enough time to answer them during the session. Ensure that you have follow-up plans in place.

Choosing a speaker

Learn as much as you can about the presentation and think about the fit for your group. Consider watching the speaker in person or online before engaging them.
Make sure that what the speaker is talking about is evidence-based and aligns with any other messages you’re promoting. Ensure their message is clear and encourages help-seeking.
Ensure the presentation is inclusive and culturally sensitive.
Ask the speaker what experience and training they’ve had. Are they part of a group where they receive ongoing training and support?
Brief the speaker on your learning community, the group and any particular needs they have.
Ask what cost is involved.
Don’t engage a speaker who won’t disclose their content to you.

If engaging a speaker to talk about suicide, ensure their talk:

conveys the complexity and sensitivity of suicide
normalises grief responses
doesn’t discuss methods (this can increase risk in vulnerable students and staff), allocate blame or have content that glamorises suicide or harmful coping strategies.

Considering the audience

Make sure you consider the size of the group. Less than 10 people isn’t recommended, because the discussion could become a group counselling or facilitation session. A classroom-size group can be a protective factor for the community speaker and enables you to more closely monitor the group’s reactions.

Ensure the content is appropriate for the developmental stages of those attending. In particular, consider the appropriateness a speaker for those in primary school and junior secondary school (Year 9 and below).

Ensure there are adequate staff available, including wellbeing staff, to provide follow-up support after the event and to address anyone who may become distressed by the content.

Some students, staff or family members may not want to attend the presentation. Others may attend but wish to leave during the presentation.

Allow people to decide whether they’ll attend (and ensure families give consent for students to attend). Consider how information about opting out will be presented to students, staff and families.
Have an alternative activity in place for students not attending a presentation and support available to them.
Identify any vulnerable individuals and discuss their attendance with them. If they wish to attend, arrange a seating position for them that allows them to quickly leave the room if required.
Manage seating so that attendees can leave during the presentation if they’re distressed. Ensure everyone understands they can leave, how they can leave and what support’s available to them.
Appoint a staff support person to check in with anyone who leaves the room. Consider how you’ll manage the situation if several people leave the room at once. Follow-up in the days following the presentation with anyone who left the room.

Scheduling

Engage a speaker for a time when support will be available for attendees during and after the talk. For example, when school wellbeing staff are at work
Don’t engage a speaker for the end of a day, on a Friday or just before school holidays. This may not allow you to follow up with any attendees you’re concerned about.
Try to choose a date early in the term. This can enable you to follow up with any distressed attendees throughout the term.
Don’t engage a speaker when the learning community may be distressed or vulnerable. For example, the immediate aftermath of a critical incident, such as a death or near the anniversary of a death.

Before the presentation

Involve wellbeing staff in planning activities, and ensure you schedule the talk when they can attend.
Plan for increased demand on leadership and wellbeing staff after the talk. Consider where you could source more resources if needed.
Inform students, staff and their families about the talk and its content. Allow them to opt out. Provide attendees with details of support services, both internal and external to your school.
Obtain family consent for students to attend. Plan how you’ll respond if consent isn’t given.
Plan to manage any distressed students during, immediately after, and the days following the talk. Develop these plans with school wellbeing staff. Identify vulnerable attendees and plan how to support them. You may or may not be aware of stressors that may make them vulnerable.
Let external service providers know about the talk and a possible increase in referrals and requests for support.
Ensure all staff are aware of the talk and where to refer students for support.

Where can I find a speaker?

Some organisations that provide speakers

Being listed here isn’t an endorsement of their services – nor is this list comprehensive. You should always consider the information above and the unique needs of your learning community before organising a speaker.