The British School of Bahrain launched the Mental Health Ambassadors programme to support peers and reduce mental health stigma. Originating from a student-led initiative, it builds on staff Mental Health First Aid training, fostering school-wide mental health awareness.
Please share a brief background of your innovation.
The Mental Health Ambassadors programme was launched as part of a broader Mental Health Awareness initiative at the British School of Bahrain. It originated during a workshop led by a mental health expert as part of our Beyond BSB Programme in preparation for Mental Health Awareness Day. The workshop highlighted the impact of global and local issues on mental health. The students expressed a strong desire to reduce the stigma surrounding mental health and support peers. As a result, these students became our inaugural Mental Health and Wellbeing Ambassadors, initiating a school-wide change in attitudes towards mental health. We also wanted to build on the Mental Health First Aid Training that all teaching and support staff completed by offering training for the Ambassadors.
How was the innovation planned?
The innovation was planned in response to the enthusiastic interest shown by the students following the mental health workshop. Our goal was to build on this momentum and ensure the initiative became embedded in our school’s culture rather than a one-off activity. We aligned the programme with key school events, including assemblies and community outreach, while also ensuring the students could balance their academic workload. Planning also involved expanding the initiative to involve younger students, parents, and staff to ensure broad participation and a shared sense of ownership across the school community.
What were the challenges faced during implementation?
One of the main challenges we faced was managing the busy schedules of our student ambassadors, who were balancing demanding academic programmes such as GCSEs, BTECs, and A-Levels. Additionally, the challenge lay in ensuring the programme’s sustainability—making it a fundamental part of school life rather than a temporary or superficial initiative. This required careful coordination and planning with different departments and teams to integrate mental health activities seamlessly within the school’s broader educational and pastoral framework.
Give us a brief assessment of your results.
Since its launch, the Mental Health Ambassadors programme has grown significantly. Initially starting with a small group of students, it will soon expand to involve the entire school community, including younger students, staff, and parents. The ambassadors play an active role in spreading mental health awareness by sharing weekly tips during assemblies and in parent newsletters. They have successfully organized and are planning several awareness events, such as Children’s Mental Health Awareness Week. In addition, we have fostered partnerships with external organizations like the BSPCA, where students volunteer or interact with therapy animals, further reinforcing the holistic approach to mental well-being.
In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?
In hindsight, one of the most valuable lessons we learned was the extent of community interest and expertise in mental health. Initially, we underestimated the level of engagement from both students and external organizations, which led us to reconsider how we could scale the initiative more effectively. Involving community partners earlier on would have allowed us to build on existing resources and connections to expand our reach more quickly. Moving forward, we will focus on maintaining the momentum by continually engaging the broader community and tapping into external expertise to support and grow the programme.
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