Self-Care & Resilience

RSHE's mental-wellbeing curriculum carries a help-seeking arc from primary "where and how to seek support" [rshe-pilot-extracts §4] to secondary "the benefits and importance of physical activity, sleep, time outdoors, community participation and volunteering or acts of kindness for mental wellbeing". [rshe-pilot-extracts §38] By Band F of REAL's LT 3.2, students are producing a personal resilience framework — their own non-negotiable self-care commitments, their own early-warning signals, their own recovery protocols. [real-framework-overview §40] The earlier bands walk through that same help-seeking arc.

Help-seeking runs through every Progression Step in CfW. PS1: "I can notice and communicate how I am feeling"; [cfw-pilot-extracts §2] PS5: "I can identify when to seek help based on a good understanding of my mental health and emotional well-being". [cfw-pilot-extracts §6] REAL's LT 3.2 follows a parallel arc through Band E. At Band F it asks students to write a personal resilience framework that holds across stress periods, with their own commitments and signals captured in their own words. [real-framework-overview §40]

CASEL's Self-Management at upper bands handles coping and help-seeking — at G6–8 "practice various coping skills to process thoughts and manage stressful situations"; [casel-pilot-extracts §6] at G9–10 "examine available support systems and coping skills to identify those that can help process thoughts and manage emotions and stress". [casel-pilot-extracts §12] REAL's LT 3.2 reaches Band E with similar content. Band F is a sustained artefact: a written framework the student authors and revisits, naming the strategies that actually work for them. [real-framework-overview §40]