Fourth Edition, September 2011

School transitions can be triggers for stress
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School entry to JK or SK, with the introduction of new routines and social interaction
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Senior Kindergarten to Grade 1, when less time is spent on play
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Starting to rotate classes and classrooms during the day (usually Grades 7 to 9)
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Elementary or Middle School to High School

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Making a Diff erence: An Educators’ Guide to Child and Youth Mental Health Problems
www.cymhin.ca
K 4
Talking about Mental Health Problems
Talking with students about mental health problems
Teachers are important people in the lives of their students; They may be the best, most supportive adults 
that they know. This can sometimes mean that they turn to teachers when they have a personal problem 
with which they need help. Teachers may feel uncomfortable talking about personal problems that their 
students are having. There may be a reason the student has chosen to speak to you, and you can help 
them fi nd someone else they can talk to.
There are certain conversations with students that must happen. If a student tells you that they are be-
ing physically, emotionally, or sexually abused, or they are being neglected, then you have an obligation 
under the law to report that conversation. Your School Board should have a policy and procedure that will 
guide you on how to report this.
Similarly, if a student reports that they are pregnant, or that they are thinking about harming themselves 
or another person, your Board should have a policy and procedure that will guide you on the next steps 
you must take. Links to these policies and procedures can be found in Appendix 1 of this guide.
Suggestions for talking to students

Use everyday language that students will understand.
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Remind students that there is a continuum of problems. Not every problem is a disaster!

You may want to start the conversation by letting them know there are limits to what you 
can keep confi dential.

Privacy is important for talking about sensitive topics. 

Hallways and classrooms full of students are not good places for these conversations.

Offi
ces and meeting rooms are probably available in your school, and may make it easier 
for the student to talk, and for you to hear them.
Other conversations about personal problems and/or mental health problems may be more diffi
cult. 
Each individual teacher will set their own boundaries around what they are and are not comfortable 
discussing with a student.
Sometimes, students raise issues that you don’t know anything about, and you won’t want to answer 
their questions until you know more about the problem. Talking with your colleagues, a resource teacher, 
a public health nurse, or a school counsellor may help you learn more. You may want to suggest that the 
student speak directly with that person, or you may want to set-up a three-way conversation.

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K 5
Talking about Mental Health Problems
Making a Diff erence: An Educators’ Guide to Child and Youth Mental Health Problems
www.cymhin.ca
Other times, the student may raise issues that are ‘too close to home’ for an individual to feel they can talk 
about. Like all members of society, teachers struggle from time to time with maintaining their own good 
mental health. Redirecting that student to another person in your school with whom the student agrees 
they are comfortable speaking may be the best course of action.
What about when you suspect a mental health problem, especially in older students? Again, 
you can say something like: