Minds On: Checking In

Please refer to our Before You Teach guides for resources to support your practice.

‍Mental Health 101

Safer Language

Classroom Discussion Guide

This activity focuses on the importance of checking in with your friends, especially on the “strong” ones.

Slide Deck

Minds On: Checking In Slide Deck  - Updated ⤓

Videos

Checking In Youtube Short  ⤓

Websites

Be There Website  ⤓

Additional Materials

• Teacher computer, projector, and speakers

• Video 
• Discussion

Note: All parts of the lesson procedure can be found in the slide deck provided.

Minds On: Checking In Slide Deck  ⤓

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Step 1: Media

Show your students the video

Checking In Youtube Short  ⤓

Display the transcript on the board/screen for discussion:

Check in on your strong friends, and if you are a strong friend, check in on yourself, and maybe have an accountability partner that can check in on you too.
‍‍It’s hard being strong and being there for everyone else. It’s not easy. ‘Cuz you feel sometimes that you can't go to the people that you often help because you feel like, ‘I’m being vulnerable with you, and now you might use that against me.’
‍‍But check in on your strong friends.
And if you have a strong friend, call them today, tell them how much you appreciate them, please and thank you.”

– Randell Adjei

Step 2: Discussion

What does a “strong friend” mean to you? What are some characteristics of a “strong friend”?

• Possible student response:“Someone who is physically strong, fit.” “Someone who doesn’t get upset easily.” “Someone who takes care of other people.”  “Someone who others go to with their problems.”

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Why do you think the speaker, Randell Adjei, emphasises the importance of checking in on your “strong friend” as opposed to friends in general?

• Possible student responses: “People might assume that ‘strong friends’ don’t need support when they actually do. Strong friends might be struggling with things and not letting anyone know.” “Strong friends might feel pressured to keep up that image and not show that they are struggling. But that doesn’t mean they don’t need help or support.” 

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The speaker says, “if you are a strong friend, check in on yourself, and maybe have an accountability partner that can check in on you too.” What do you think it means to have an accountability partner? What would that look like for you?

• Possible student responses: “I think having an accountability partner means having a friend who makes sure you are taking care of yourself and not just taking care of everyone else. It might look like a weekly text or check-in where you agree to be honest with each other about how you’re doing. No pretending or keeping up images of being ‘the strong friend’.”

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What are some things a friend might say that could indicate they are struggling with their mental health?

• Possible student responses: “They might say things that show they are feeling down or hopeless, like ‘What’s the point?’ or ‘Nothing matters.’”  “They might say something that shows they feel like a burden, like “They’d be better off if I was gone.” “A friend who is struggling might they say things like ‘Everything sucks,’ ‘I hate myself,’ ‘I can’t do anything.’ or ‘No one cares.’”

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Teacher Prompt: “To build healthy relationships, whether that is friendships or intimate relationships, it is important to have open communication, mutual respect, and honesty between the people involved. It is also important to recognize when more information or help is needed. If you are worried about a friend, and you don’t think they are being honest with you when you check in on them, talk to an adult you trust, like a teacher, coach, or guidance counsellor.”

Ontario

Healthy Active Living Education, Grade 9 (PPL1O)

C3. Making Connections for Healthy Living 

• 3.2 Describe a variety of strategies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/ classmate, supporting others who are struggling with their emotional well-being)

C2. Making Healthy Choices

• 2.2 Demonstrate an understanding of the skills and strategies needed to build healthy social relationships