Mental Health Awareness Week Tutorial Resource

Mental Health Awareness Week Tutorial Resource

This is a ready-made Navigate resource pack intended for use within college tutorials or sessions. You are welcome to use it as provided or adapt it to better suit the specific needs of your college and students. These resources are designed to support student engagement with key national events and topics throughout the academic year. Please ensure that all activities are recorded on Navigate against each participating student.

Open the editable resource in Canva

This pack is available in both PowerPoint and Canva formats so you can adapt and edit the materials to suit your college's needs.

How to use this resource

1. Choose your icebreaker. At the end of this pack you'll find three icebreaker options designed to introduce the session's theme. Review these and select one that best suits your group's energy, time, and context.
2. Review the tutor notes. Before delivering the session, read through the tutor notes to understand the background and purpose of the topic. These notes will help you feel confident in leading the discussion and provide key points to include in your delivery.
3. Follow the session plan. Use the 30-35 minute session plan as your guide. It offers a suggested flow with timing and activity breakdowns to help structure your delivery effectively.
4. Deliver using the slides and resources. Work through the main input slides, activity slides, and reflection slides in order. Use any additional printable resources provided to support the main activity.

Tutor notes: topic context

The Mental Health Foundation is the only UK charity solely focused on preventing poor mental health and building and protecting good mental health. Mental health is one of the most important foundations for a healthy and long life, and everyone deserves good mental health. No one living in the UK should be deprived of the opportunity for good mental health because of who they are, the community they come from or where they live.

Poor mental health is not inevitable. There are things we can do as individuals, in our communities and across society to help us all to live with good mental health. The theme of Action has been chosen because, while awareness is vital, real change comes when we take action too. There is still much we can do to prevent people becoming unwell in the first place.

For more information go to www.mentalhealth.org.uk and www.mind.org.uk.

Session plan (30-35 minutes)

1. Starter - Icebreaker (5-7 mins). Choose one icebreaker:
   • Icebreaker 1: What should they do? Read the scenario and choose the best action. Explain why.
   • Icebreaker 2: Guess the message. Read the lyric and answer: what message is this trying to give?
   • Icebreaker 3: Matching. Match each problem with the most helpful action or solution.
2. Main tutor input (10 mins). Give students a clear understanding of the current theme for Mental Health Awareness Week. Introduce what mental health is and why the week matters, and cover its relevance for young people. Prepare students to think about how mental health affects everyday life.
3. Main class activity (15 mins). Students work independently, in pairs or in groups to create their own support network map. Students can share and feed back to the class. Link back to exams, well-being, pressure, managing stress and support systems.
4. Reflection and wrap (5-8 mins). Ask the reflection questions as well as "One new thing you learned today?" Encourage students to share any actions they may now consider taking, and whether they feel more aware of where to get support. Show the Navigate slide and prompt students to log their learning and reflections.

This is just an example plan. Tutors can add their own knowledge, research, and information from the tutor notes to expand it. To enhance Icebreaker 2 you can play the song audio to the students.

Main group activity: your support network

Create your own support network map. Write your name in the centre, then add:

• People you can talk to
• Places you feel comfortable
• Activities that help you feel better

Think about: Who supports you? Where do you feel most comfortable? What helps you when you feel stressed?

Students can complete the form, present back individually, in pairs or in groups, or record a short reflection directly on Navigate. This can also be a discussion instead of a written task. These are simply examples that can be adjusted by colleges.

Introduction

What is Mental Health Awareness Week? Mental Health Awareness Week takes place from 11-17 May 2026. It is a UK-wide event that raises awareness of mental health, reduces stigma and encourages open conversations. The 2026 theme is "Action", focusing on the importance of taking simple steps to support your own mental health and the wellbeing of others.

Why is it important?

• Mental health affects everyone
• Many young people experience stress, anxiety and pressure
• Talking about mental health helps reduce stigma
• Small actions can help prevent people becoming unwell

It encourages people to move beyond awareness and think about what they can do to support themselves and others.

Learning objectives

By the end of this session, students will:

• Understand what Mental Health Awareness Week is
• Recognise how actions can impact mental health
• Identify simple ways to support yourself and others
• Develop awareness of positive wellbeing habits

What is mental health?

Mental health is about how we think, feel and cope with everyday life. Everyone has mental health, just like physical health. It can change depending on things like stress, relationships, college or work, and social media.

Why actions matter

Knowing about mental health is important, but real change happens when we take action. Small actions can include:

• Talking to someone you trust
• Asking for help from a tutor
• Taking short breaks when studying
• Getting enough sleep
• Spending time away from screens

These actions can help prevent problems from getting worse. No one is expected to deal with everything alone. Support can come from friends, family, tutors, staff and support services. Knowing who you can go to is an important part of looking after your mental health.

Where to get support

• NHS - Find mental health advice, local services and urgent support.
• SHOUT - Free, confidential text support 24/7. Text 85258 to speak to a trained volunteer.
• Samaritans - 24/7 listening support if you're struggling. Call 116 123 (free), www.samaritans.org.
• YoungMinds - Support and advice specifically for young people, www.youngminds.org.uk.

You could also contact organisations like Mind, The Mix and Papyrus. You can also access support through your college, including tutors, student support services, the safeguarding team, and learning support, or ask them which external services they recommend.

Reflection

• What is one thing you learned today about mental health?
• What is one small action you could take this week to support your wellbeing?
• What is one way you could support someone else?
• Do you feel more confident knowing where to get support?

Icebreaker option 1: What should they do?

Read the scenario and choose the best action. Be ready to explain why.

Scenario 1. A student is feeling overwhelmed with coursework and deadlines.

• A. Focus on completing everything themselves to stay in control
• B. Speak to a tutor and create a more manageable plan
• C. Take a short break first, then come back and prioritise tasks

Suggested answers: B or C. Both involve taking action, either getting support or managing workload more realistically.

Scenario 2. A student is constantly comparing themselves to others on social media and feeling low.

• A. Limit time on social media and focus on offline activities
• B. Talk to someone about how it is making them feel
• C. Use social media to stay motivated and push themselves more

Suggested answers: A or B. Both reduce negative impact and encourage healthier thinking or support.

Scenario 3. A student has exams coming up and feels stressed but doesn't want to fall behind.

• A. Revise for long hours to cover as much as possible
• B. Create a revision plan with breaks and realistic goals
• C. Study with friends to share ideas and support each other

Suggested answers: B or C. Both encourage healthier, more realistic approaches and support.

Scenario 4. A student notices their friend has been quieter than usual, cancelling plans and not replying as much.

• A. Give them space so you don't pressure them
• B. Send a message to check in and let them know you're there
• C. Wait and bring it up in person next time you see them

Suggested answer: B (though A and C can also be reasonable). Checking in shows support, but it's important to respect space - there isn't always one perfect response.

Icebreaker option 2: Guess the message

Read the lyric and answer: what message is this trying to give about mental health or wellbeing?

• "I'm not a stranger to the dark, hide away, they say, 'cause we don't want your broken parts..." - "This Is Me" by Keala Settle (from The Greatest Showman). This reflects how people can feel judged or misunderstood, but also highlights the importance of self-acceptance and being open about struggles.
• "You can take everything I have, you can break everything I am..." - "Skyscraper" by Demi Lovato. This shows vulnerability but also strength and resilience: even when things feel difficult, you can rebuild and recover.
• "And I'll rise up, I'll rise like the day..." - "Rise Up" by Andra Day. This is about overcoming challenges and not giving up, even when things feel overwhelming.
• "It's me, hi, I'm the problem, it's me..." - "Anti-Hero" by Taylor Swift. This reflects self-awareness and self-criticism, showing how people can be hard on themselves and overthink their actions.

Icebreaker option 3: Matching

Match each problem with the most helpful action or solution.

Set 1

1. Feeling stressed about exams
2. Not sleeping well
3. Feeling isolated
4. Spending too much time online

• A. Set a sleep routine and reduce screen time before bed
• B. Talk to someone and break work into smaller tasks
• C. Join a group or spend time with others
• D. Take regular breaks and limit screen time

Answers: 1-B, 2-A, 3-C, 4-D.

Set 2

5. Feeling pressure to reply to messages instantly
6. Overthinking and worrying about small things
7. Feeling demotivated after doing badly on a test
8. Feeling overwhelmed by everything happening at once

• E. Focus on what can be improved and set small, realistic goals
• F. Write down your thoughts or talk them through with someone
• G. Set boundaries with your phone and allow time away from notifications
• H. Take regular breaks and limit screen time

Answers: 5-G, 6-F, 7-E, 8-H.

Source files attached below.