Mental health literacy encompasses the knowledge, beliefs, and skills that empower individuals to recognize, manage, and prevent mental health issues. It involves both understanding and advocating for support for one's own or others' mental health challenges. While it may seem like a weighty topic for middle-schoolers, Assia Nait Kassi, the founder and owner of MentalEdGroup—a research consultancy and health education group dedicated to normalizing mental health discussions—believes it's a crucial skill as children transition into teens.
“Middle school is a time of significant emotional, cognitive, and social development,” said the 36-year-old Abu Dhabi resident from the Netherlands. “Global studies indicate that most mental health problems and related behavioral issues begin at age 11 and beyond, yet children at this age lack the knowledge and appropriate language to articulate what they're experiencing, let alone advocate for themselves.”
Nait Kassi recently launched HeadsUp!, a mental health literacy program that was implemented in school, offering one-hour sessions per week to Year 6 students at a prestigious British international school in Abu Dhabi. The initial levels of mental health literacy among students varied widely. “Some groups had zero knowledge on how to identify feelings and basic terms,” Nait Kassi explained. “Others used words like ‘anxiety’ and ‘depression’ but mislabeled themselves and others as experiencing these mental health issues.”
Given the international nature of the school, students brought diverse cultural references. Some groups initially resisted participating in the discussions, viewing mental health as a ‘bad’ topic they didn't want to discuss.
As a stepped-care program, HeadsUp! began with foundational mental health knowledge, adding layers of information each week. The program featured a variety of specially-designed characters addressing common concerns, using storytelling to guide students through the curriculum. “The program is grounded in evidence-based research, but we tailored it to suit the dynamics of each class. If conversations exceeded planned durations, we extended them to ensure the topics resonated with the students,” Nait Kassi noted.
By employing information nudges to spark discussions, certified YouTube infoclips to enhance literacy, and tech-tools to recap knowledge, the five-week program built momentum in the classroom. The final session, a Walk&Talk, combined physical and mental health, encouraging children to view physical activity as a pathway to better mental health.
Emma Butterworth, a 36-year-old British teacher at the school that piloted the program, was a strong advocate for HeadsUp!. As the curriculum lead with responsibility for ethos and well-being, she emphasized that “student well-being should be a priority for educators. When the emotional needs of children are met, mental health is nurtured, social communication is encouraged, and students' natural talents are celebrated, leading to thriving individuals.”
Nait Kassi's resources were particularly relevant to the UAE's cultural context. The cartoon characters she created for her presentations resonated with the international community in Abu Dhabi, particularly engaging Emirati students who saw reflections of themselves on screen. “For students to feel a sense of belonging in an international setting, this is crucial,” Butterworth added.
By program's end, students could accurately identify feelings, use mental health terminology, and advocate for themselves and others. They reported feeling more at ease without shame or embarrassment. Butterworth observed a positive change: “My students grew in confidence and were more willing to express themselves and talk honestly about their feelings. They became more open, not only with me but with each other.”
Nait Kassi attributes HeadsUp!'s success to the in-class group dynamic. “Hearing from each other about the effects of bullying and understanding mental health in different settings and cultures is what students need to change pathways in school and life. Teaching mental health literacy early acts as a preventative measure, empowering a generation to deal with issues rather than growing into traumatized adults who suffer in silence.”
Following her experience with HeadsUp!, Butterworth advocates for embedding mental health literacy programs in the curriculum to benefit both teachers and students. “My involvement in this program has enhanced my teaching skills. I now feel confident in delivering mental health lessons to my classes. If a school's goals are academic excellence and for students to reach their full potential, mental health literacy programs should be as important as subjects like math, science, and English. When students feel happy and safe—or have learned coping strategies if they don't—they can take risks and achieve their fullest potential.”
