What does Talk2Nish training involve?

How do we teach sixth formers to be peer mentors to their younger counterparts?

At Talk2Nish we offer a one-day training programme. We have been developed an app that mentors can use in tandem which backs up what they have learnt and includes more information on mental health issues, including understanding adolescence, common stressors, healthy habits and a detailed look at anxiety, depression, eating disorders, self harm, PTSD and self-medication so mentors can spot the signs. It also covers stigma around mental health, diversity and inclusion and mental resilience.

Our trainer Yvette has years of experience as a senior learning mentor, safeguarding lead and was Lead Advisor for Mental Health and Social, Emotional, and Mental Health at a local authority. She also ran the Mental Health and Well Being Network which supported educational organisations to create environments where the mental well-being of students and staff is prioritised, nurtured, and optimised for success.

The training covers introductions, general information about peer mentoring and building a supportive community and acquiring the skills needed for active listening. This includes sessions on leadership, providing emotional support, communication skills, self-care and wellbeing, role playing around effective listening, boundary setting and confidentiality as well as a 'passing the torch' section including a handover from the previous cohort.

Students learn in an interactive way through feedback, Q & A and continuous reflection.

Confidence building and creating a supportive team are key features of the training. We want students to leave knowing how important what they are doing is and feeling confident that they have all the skills needed to be peer mentors. The coordinator of the mentors within the school - generally someone from the pastoral support team - also takes part in the training and students discuss how they will organise supervision and mutual support.

At the end of the training, peer mentors are presented with certificates and lanyards​ so that they are clearly visible around the school. They talk about ideas for raising the profile of the programme so that students know who they are and that they can request support when needed. This can include drop-in sessions, assemblies, displays around the school and so forth.

The mentors not only help other people - and gain a deep sense of purpose in doing so - but they also build their own skills and confidence.  As part of the programme there are two additional coaching sessions where we check in on how mentors and coordinators are doing.

As one said: "The training was extremely useful - helping to maintain a professional distance with the mentee whilst staying warm and comforting, and knowing when to maintain your own health and wellness...I've developed stronger skills of perception, and am able to either give people advice or just listen to them depending on what they need. This will help me in the future when trying to help people I care about, with greater understanding of what they want from me and how I can actually productively support them."​