Preventative Education

Most existing mental health and wellbeing interventions primarily address symptoms, not the root cause. But in order to solve any recurring problem, we have to address that problem at its source. 

iheart addresses the root causes of mental health, behavioural and emotional issues amongst young people as well as challenges to resilience and wellbeing amongst staff in schools and educational institutions.

Through our preventative-based early intervention approach, we are committed to turning the tide; our programmes are already creating resilient children, resilient students, resilient families, resilient schools, resilient organisations and a more resilient society, proving that education truly is the key to prevention.

Wellbeing Strategy

If young people are to achieve great wellbeing and realise their full potential, it is crucial they have confidence in their ability to manage setbacks and adversity through accessing their innate resilience. As the wellbeing of students and staff is inextricably linked, it is also crucial that school leaders and teachers have this same confidence, both in themselves and their students. Core to iheart’s vision is working closely with schools and educational institutions to build a sustainable wellbeing culture across the entire school community, including students, staff and parents.

Our Whole School Wellbeing Strategy involves the following key phases:

1. Leadership-driven: providing school leaders with bespoke coaching, consulting and guidance to embed a sustainable, whole-school approach to wellbeing. 

2. Engagement: introducing the iheart approach through an initial workshop for all staff and key stakeholders

3. Staff wellbeing: strengthening the personal wellbeing and resilience of staff through an online group course addressing issues relevant to the school environment. 

4. Building capacity: training select members of staff to deliver the iheart programme to students, creating a sustainable and cost-effective model. 

5. Preventative mental health education: rolling out school-wide preventative resilience programmes to include all children, ensuring no one is singled out or left behind. 

6. Peer Leaders: engaging members of the student body to create a cascading, young person-centred culture strongly influenced by student voice. 

7. Parents/carers: supporting parents through resilient parenting courses to help build a common wellbeing language and understanding across whole family units.

8. Resources & Learning: providing key resources, learning opportunities and ongoing support for staff/teachers to deepen their own wellbeing and that of their students.

9. Impact: robustly monitoring and evaluating the impact of our approach on students and staff and making appropriate adjustments where necessary. 

iheart Academy – Training for school teachers & staff

The iheart Programme

This unique contribution to the field of young people’s preventative mental health education, is built on a scaffolded approach to learning. The programme is delivered over the course of 10 sessions, each with its own clear learning objective and a mix of interactive discussions, activities, self-reflections, summary slides, animations, videos and group exercises.

Part 1 Foundations:

The Logic of How Our Mind Works

Participants learn in depth about their in-built potential and mental health by discovering how the mind creates all our realities, feeling states, moods and behaviours. This is the gateway for exploring the misunderstandings that create barriers to their natural resilience and wellbeing. Understanding the crucial connection between thought and feeling is the salient learning objective of Part 1.

Part 2 Applications:

Addressing the Daily Challenges Facing Young People

Based on the foundational logic established in Part 1, a range of the most relevant issues facing young people are explored, including: stress and anxiety; anger and conflict; prejudice and intolerance; bullying and bad behaviour; social media; identity and self-image; addictive and compulsive behaviours; and barriers to motivation and learning.

Outcomes & Impact Framework

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Resilience/Wellbeing
Young people believe they can overcome adversity and achieve their full potential leading to anincrease in:

  • Ability to manage difficult situations and deal with setbacks
  • Self-esteem and personal confidence
  • Coping and conflict resolution skills
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Mental Health
Young people experience greater psychological and emotional health, leading to a decrease in:

  • Stress, worry, anxiety, low moods and depression
  • Feelings of victimisation, loneliness and isolation
  • Addictive behaviour and self-harm
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Motivation
Young people become more autonomous independent learners with positive attitudes to learning, leading to an increase in:

  • Progress and attainment
  • Attendance
  • Perseverance, problem-solving abilities and participation
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Behaviour
Young people are more able to self-regulate their behaviour, leading to a decrease in:

  • Exclusions and truancy
  • Disruption (low and high level) and anger
  • Frequency of poor/anti-social behaviour such as non-participation and aggression
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Relationships
Young people develop tolerance and understanding of others, leading to an increase in:

  • Positive and respectful relationships with teachers, peers and family members
  • Co-operating with others/teamwork
  • Respect for difference, diversity and others’ views

Meeting Ofsted and Government Requirements

Our project empowers participants with a secure foundation to cope with many of the challenges that they confront in  society today.  As the UK government requires the promotion of British values in schools to ensure young people leave school prepared for modern life, the iheart curriculum has been designed with this requirement at the forefront of our minds. The content of the sessions provide an excellent approach to developing this understanding on a whole school level, evident in the following ways:

  • By learning about separate realities, students discover how to welcome and accept differences, rather than feel judgmental or discriminatory.
  • By understanding where their feelings are coming from, students are better equipped to respond to destructive and extremist viewpoints.
  • By learning about the shared ways in which all people operate psychologically, students have an increased respect for others and tolerance for diversity, as well as a greater capacity to reduce conflict and bullying.

I wanted to take the time to write and express just how fantastic your team have been here at Welldon Park Primary School over the last 10 weeks. I had the pleasure to watch one of the sessions last week and the impact of the work has been incredible. In the short time I was able to spend within a class, I witnessed:

– A young girl, who I have not heard speak to an adult in 18 months, giving a profound response on why bullies do not define who you are.

Jamie Rogers, Associate Headteacher, Welldon Park Primary School

Click here to read the full testimonial

“iheart have run resilience programs for both the junior and senior schools at St Margaret’s. The girls have developed a very helpful understanding of how their thinking influences their response to events, which has helped them to think and react more positively to these events. The curriculum is taught through fun, simple and innovative activities. The team were highly recommended to us, and the girls and staff here certainly endorse that recommendation.”

Mark Webster, Headteacher

“I think it was interesting to see that the students have worries that maybe we – the staff – aren’t necessarily aware that they worry about … The value in having opportunities within schools to talk about wellbeing, resilience, worries and feelings, and building upon that, is extremely important and very powerful.”

Neil McCarthy, Vulnerable Pupil Lead, Ernest Bevin College, Tooting

“The sessions have helped enable the boys to deal more positively with a range of issues such as social pressures, bullying, exam stress and difficult family situations…”

DL, Headteacher, Secondary School

“I am super impressed by what the creative process has led to in the form of the iheart Curriculum. It provides us facilitators and practitioners with a resource of the highest possible quality for working with young people in educational settings. My favourite aspects are the identification of clear learning objectives, a language designed to engage our youth living in a technologically advanced world, and pointers around the art of sharing this understanding to whole groups of young people for maximum impact.”

Denise Holland
Former Scotland national netball coach and founder of Class Performance – Excellence Within

“Wow! I have just completed a 3 day iheart Facilitator Training at the Innate Health Centre. The programme was professionally presented with detailed teaching aids and thoroughly explained modules. The premises were immaculate and everyone there was helpful and welcoming. It was a pleasure to immerse myself in the company of like-minded people and learn so much from great trainers. This was probably the most thoroughly prepared and presented course I have attended, offering exceptional value and quality.”

Camille Juliff

“I have never attended training that has had such a profound personal effect. As someone who writes, pilots and edits educational curriculum resources, I recognise the huge amount of work that has gone into developing such an incredibly life-changing programme. The way that Terry and Zia delivered it was insightful, fun, and left me feeling motivated and invigorated to support the cause of transforming the innate mental health, wellbeing and resilience of our young people here in Scotland.”

Marie Leucci



Copyright © iheart 2020. All rights reserved.
Charity no. 1173025. Scottish Charity Number SC050190

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