Looking helps

Schools have a variety of tasks. It should impart knowledge, skills and competences to children and young people and at the same time fulfil its duty of care and recognise when a young person is not developing according to their potential. As a teacher, how can I correctly assess a pupil's well-being? The following six points help me to do this:

1. be attentive

When I greet each of my pupils individually in the morning, it is particularly important to me to look them in the eye. Of course, they still look a little dreamy early in the morning, especially during puberty. But direct contact always gives me a glimpse into their souls - especially if I do this regularly. Asking about her or his state of health is not absolutely necessary.

Non-verbal expressions are often important in everyday school life, especially with young people. Encouraging or questioning looks on my part can achieve a lot. However, if I notice that something is wrong, that a pupil is not doing well, I ask in a quiet moment: «How are you?» I usually hear a «good». I then give the child feedback by telling them what I have noticed about them, but I don't ask any further questions for the time being.

A crisis manifests itself in a child in a highly individual way, but always as a deviation from the usual behaviour.

But my question alone has signalled that the child's well-being is important to me. I can build on this. Because attentive observation, listening and showing compassion are the most important first steps. They convey psychological security.

2. recognise signs

The school as a learning and, above all, living community connects us teachers with our pupils in a special way. Bad mood days are part of everyday life not only for us, but also for the children. We shouldn't make a big fuss about them, but accept them as a normal part of life. However, there are also behaviours that we teachers notice and interpret as warning signs.

A crisis manifests itself in a child in a highly individual way, but always as a deviation from the usual behaviour. In my experience, the most common warning sign is when pupils withdraw, hardly take part in lessons or become indifferent. Other signs of a psychologically stressful situation can be a lack of concentration, a sudden drop in performance, a reduction in frustration tolerance or aggressive behaviour. A change in behaviour is often accompanied by physical complaints such as headaches or stomach aches.

3. inform and collaborate

In the event of conspicuous behaviour, it is essential to seek direct contact with the parents or guardians and inform them. This is because early recognition and early intervention are an important basis for promoting mental health. If the teachers' perceptions coincide with those of the parents, the foundations are laid for joint action. It is also important to quickly consult a psychosocial specialist who can identify the causes of the change in the child's behaviour. The more precise the diagnosis, the better the child can be supported in a targeted manner.

4. positive self-images

Schools and parents have a common task: to strengthen children and young people mentally and promote their resilience so that they can shape their future independently. Educational institutions also have the task of enabling children and young people to participate productively in lessons and social life. Ideally, they experience school as a safe place where they are part of a community.

As a teacher, I am responsible for organising lessons - as varied as possible. Allowing children to learn in small steps, creating a sense of achievement, celebrating progress (and not comparing themselves with others), in short: creating and strengthening positive self-images. And work «with head, heart and hand», just like Pestalozzi: Everything that is creative, musical and sporty has an effect on the mental and physical well-being of the pupils.

5. thinking about yourself

The current curriculum refers to the topic of «well-being» in the interdisciplinary competences and in the area of «ethics, religion, life skills». Schools need to create a framework for this. I therefore very much welcome the fact that the current curriculum states: «Pupils learn to think about themselves, can describe feelings and know ways to maintain their health and strengthen their well-being.»

We adults are a great role model for children and young people when it comes to dealing with crises.

This is done, for example, by reflecting together on stories, role-playing everyday situations or keeping a learning and resource diary. There are also numerous good school-specific programmes for implementing the curriculum and promoting mental health, as well as a national network of health-promoting schools.

6. confidence strengthens

The current social pressures caused by the pandemic and the war in Ukraine are also having an impact on children and young people. I certainly don't want to negate that. And yet something is very important to me: despite all the challenges and difficulties that characterise our personal and social lives, we should always and especially focus on the positive! It is the positive thoughts, the experiences of success and the happy moments that strengthen us to face the challenges with confidence and look to the future with trust in our own abilities. And we should create as many positive moments as possible.

We adults are a great role model for children and young people when it comes to dealing with crises. In particular, by showing that lows are also part of life and that crises can be used as opportunities and overcome. We should always be aware of this role model function. However, we can only fulfil this role if we are and remain healthy in our profession. This is why the mental health of teachers is also very important.

Children and young people are shaping the society of tomorrow. Let's do everything we can to ensure that they develop healthily and can look to their own future with confidence!