How to encourage pupils to speak up about mental health
When pupils feel anxious, overwhelmed, or unsure where to turn, the smallest of barriers can stop them from speaking up about mental health.
So how can you encourage pupils to speak up at your school alongside everything else on your plate?
To help you create a culture of talking about mental health, we’ve put together a few simple ideas to increase pupil mental health awareness and create more mental health conversations in your school.
In this blog we’re covering:
Understanding why pupils stay silent
The first step to encourage pupils to talk more about their mental health is to understand what might be stopping them. If your pupils aren’t sure how to speak up or who to approach when they need to, they’re far less likely to say something until it’s urgent. There are a number of different reasons pupils may be keeping their thoughts to themselves, these might include:
Worries about confidentiality or privacy
Fear of being judged
Stigma around mental health
Any previous negative experiences
A lack of trust or safe spaces
Worry about being misunderstood or dismissed
Cultural or social influences
Difficulty finding the right words
A lack of confidence or feeling intimidated by authority figures
Practical strategies to encourage your pupils to speak up
You’ve probably had moments where you can tell something is wrong with a pupil - but when you ask, they say “I’m fine” or avoid the conversation. It can be hard to know what to do when this happens, or how far to go.
The truth is, many pupils want to talk but don’t know how to start. Others aren’t sure they’ll be taken seriously, or worry they’ll get in trouble if they speak up.
Creating a culture of openness isn’t just important - it’s essential. When pupils feel safe and supported every day, they’re far more likely to ask for help early.
Here’s a checklist of simple ideas that help embed mental health into every day and strengthen that culture across your school. Helping pupils know how to speak up, and giving staff the confidence to support them.
1.Make it easy for pupils to raise concerns
Pupils know how to raise worries, and they can do it in ways that feel safe - whether that’s in person, anonymously or digitally. They also understand what happens after they speak up and trust they won’t be punished for talking.
2. Put mental health on the daily agenda
Mental health is part of everyday conversations at school - not just reserved for awareness weeks or PSHE. Pupils know that feeling overwhelmed or low is normal, and staff feel equipped to respond supportively when pupils speak up.
3. Normalise low-pressure check-ins
Staff regularly ask open-ended questions and check in with pupils, creating space for conversations before issues escalate. “Are you okay?” is asked often - not just when things look serious or behaviour changes are noticed.
4. Create visible, familiar routes to support
Pupils have easy access to find out who they can talk to and how to get help. Support options are clear, consistent, and don’t rely on pupils making the first move in person.
5. Build staff confidence through training
All staff receive regular, practical training on safeguarding and mental health so they know how to respond calmly, log concerns securely, and follow up appropriately.
6. Make openness everyone’s responsibility
A culture of safety is built by everyone - not just the DSL. Every adult in school should understand how to listen, respond, and escalate concerns when needed.
7. Show that pupil voice leads to change
Pupils are asked for feedback on mental health and wellbeing, and they see that their views lead to real, visible improvements. This builds trust and encourages future conversations.
How to start a conversation with pupils about mental health
It can be difficult feeling confident starting a conversation with a child or young person about mental health - especially if you’re worried about saying the wrong thing or not knowing how to respond. You’re not alone. Many staff feel unsure about how to begin, what to say, or whether they’re the right person to start the conversation.
The truth is, you don’t need to have all the answers. Often it’s about creating a moment of connection and showing a pupil that you’ve noticed something might be off and that you’re there to listen without judgement.
Every adult in school should have access to safeguarding training and feel confident in recognising when to step in, even with a simple check-in. Here are a few gentle ways you can open up those early conversations:
“Is there anything that’s made you feel a bit wobbly today?”
(Great for casual moments with younger pupils, like during tutor time or lunch)
“If your head was a weather forecast today, what would it be?”
(A creative way to encourage reflection with pupils without putting them on the spot)
“You’ve seemed a bit quieter than usual - I just wanted to check in. Anything on your mind?”
(Useful when you’ve noticed a change in behaviour or mood)
“Sometimes when we’re struggling, we don’t know where to start. Would it help if we just talked for a bit?”
(A gentle way to open up space for pupils who might be overwhelmed)
“Has anything been feeling easier or harder since you got support?”
(A caring follow-up that shows you’re still there without putting pressure on them)
“Have you noticed if [pupil’s name] has seemed a bit different lately?”
(For checking in subtly with a trusted friend of someone you’re concerned about)
How Ince CE Primary created a culture where pupils speak up
At Ince CE Primary, creating a culture of openness meant giving pupils more than one way to ask for help - especially for those who might find it difficult to speak up to a trusted adult. By introducing a digital reporting tool like tootoot, they made it easier for their pupils to share what was on their mind in their own time, and in their own words.
One Year 4 pupil used tootoot to send a message saying, “I want to end my life.”. He had always been quiet, but outwardly everything seemed fine. Thanks to the message, his teachers were able to act quickly, connect him with CAMHS support, and begin regular check-ins.
“Because of tootoot, we were able to intervene at an early stage and get the support in place he needed.”
It’s not just about crisis moments. Day to day, pupils at Ince CE use the system to raise concerns about themselves or their friends. One recent example saw a young boy message: “People aren’t being nice to my friend and I’m worried about him.”. His quiet message meant teachers were able to step in early. By the time his friend’s mum came in the next day, worried about her son, staff were already putting a support plan in place.
As one pupil at Ince put it: “Tootoot lets me talk about my problems when I’m ready.”
Giving pupils multiple safe routes to speak up - whether face-to-face or online - means you hear more, earlier, and with greater detail. For Ince, it’s been an important part of building a school culture where no child feels they have to struggle in silence.
Find out more about how tootoot’s pupil voice tools can support your school’s speak up culture.
Download: Your mental health toolkit for school leaders
Strengthen pupil support and reporting in your school with:
✅ A practical checklist to create a culture where pupils speak up
✅ Conversation prompts for different scenarios
✅ A ready-to-use pupil voice survey template
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