Teachers
Spotting the signs – what to look out for
Teenagers often experience emotional ups and downs as part of normal adolescence. However, sustained or significant changes in behaviour may indicate deeper mental health struggles such as anxiety or depression. Warning signs might include:
Changes in mood and behaviour
- Withdrawn, quiet or uncharacteristically isolated
- Irritable, agitated, overly sensitive to criticism
- Sudden disinterest in activities they previously enjoyed
Changes in school performance
- Drop in grades or effort
- Frequently missing deadlines
- Difficulty concentrating in class
Physical signs
- Extreme tiredness or lack of energy
- Changes in appetite or weight
- Frequent unexplained headaches, stomach aches or general illness
Social and emotional clues
- Avoiding friends or social situations
- Expressing hopelessness, worry, guilt, or worthlessness
- Increased tearfulness or displaying signs of panic
Risk-taking or concerning behaviours
- Self-harm marks, covering up arms or legs in hot weather
- Talking about “wanting to disappear” or showing defeatist language
- Excessive use of alcohol or substances (even if suspected outside of school)
Starting the conversation
As a trusted adult in a young person’s life, teachers play a vital role in spotting early signs of mental health issues — and opening up conversations that could change a life. This guidance aims to help teachers feel more confident in recognising potential warning signs and approaching sensitive mental health conversations with care, compassion and confidence.
Approaching a pupil about their wellbeing can feel daunting. The keys are timing, empathy, and creating a safe space.
1. Choose the right moment and place
Pick a quiet, private space that feels safe and unpressured. Avoid raised voices or disciplinary environments that could make the pupil feel judged.
2. Start gently, with observations — not accusations
Use neutral, caring language.
“I’ve noticed you’ve been a bit quieter lately and I wanted to check how you’re doing.”
Make it about what you’ve observed, not what you think is “wrong”.
3. Listen more than you speak
Give them time to respond. Allow silences. Use active listening skills — open body language, gentle nodding, reflective phrases like “That sounds really tough.”
4. Reassure, don’t rush to fix
Let them know they aren’t in trouble and that lots of people struggle with mental health. Phrases like “You’re not alone” and “I’m really glad you told me” reinforce trust.
5. Avoid judgement or dismissing their feelings
Steer clear of phrases like “You’ll be fine” or “Everyone feels like that”. Instead, validate: “It’s understandable you feel overwhelmed with so much going on.”
6. Know your next steps
If they do open up:
- Thank them for trusting you
- Explain what happens next in simple terms e.g. “Would it be OK if I spoke to our pastoral lead? They’re trained to help support students with this.”
- Be careful not to promise absolute confidentiality - be upfront that you may need to involve the safeguarding or wellbeing team if you are worried about their safety.
7. Keep the door open
Even if they don’t want to talk in that moment, end the conversation gently: “That’s okay — just know I’m here anytime you want to talk.”
Teachers aren’t expected to be mental health experts. However, by spotting the signs early and offering a safe, non-judgmental space to talk, you can play a crucial part in ensuring a young person gets the help they need sooner rather than later.
If you feel you may benefit from some training, please speak to your mental health lead or check our upcoming training sessions or further courses with StayWell.
Helpful apps
Here are some great free apps designed to help support mental health. They’ve got simple tools to help you manage stress, handle tough emotions, and learn more about what’s going on in your mind.
Other helpful links