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Chuig: Údaráis Bhainistíochta agus Príomhoidí Scoileanna Pobail agus Cuimsitheacha Aitheanta

Nóta Faisnéise do Scoileanna maidir le treoirchomhairleoireacht phearsanta agus shóisialta

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DE Information Note 08/2023: for Schools in relation to personal and social guidance counselling.

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DE Information Note 08/2023: for Schools in relation to personal and social guidance counselling.

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Live to 100: The Secrets of the Blue Zones

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Live to 100: The Secrets of the Blue Zones

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Please click here if you are not redirected within a few seconds.

Live to 100: Secrets of the Blue Zones

Dan Buettner discovers five unique communities where people live extraordinarily long and vibrant lives.

First episode date : August 30, 2023 ( USA )

Aug 16, 2023 · Live to 100: Secrets of the Blue Zones | Official Trailer | Netflix · Comments252.
Duration: 1:38
Posted: Aug 16, 2023

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Live to 100: Secrets of the Blue Zones - Google Search

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Please click here if you are not redirected within a few seconds. Live to 100: Secrets of the Blue Zones Dan Buettner discovers five unique communities where people live extraordinarily long and vibrant lives.

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These are some examples of approaches that can be used to support the welfare and well being of students and can be edited for your own use with students in your context.

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These are some examples of approaches that can be used to support the welfare and well being of students and can be edited for your own use with students in your context.

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Growing Up in Ireland July 2023 Presentation

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Growing Up in Ireland July 2023 Presentation

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Image of body to Identify where the feelings are felt

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Image of body to Identify where the feelings are felt

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The landscape of youth mental health continues to change in Ireland. For example, comparisons of the current research with My World Survey 1 indicate that there has been a notable increase in anxiety and depression among young people. However, there have been some positive changes in other areas, such as a reduction in the amount of bullying reported.

As in My World Survey 1, the ﬁndings show relationships may be inextricably linked to young people's mental health. The most common stressful life events for adolescents and young adults centred around relationships, while many young people reported turning to friends and family for support with mental health problems. The importance of the availability of One Good Adult ® in young people's lives was highlighted in the ﬁndings.

Physical activity and good sleep hygiene were clearly linked with better mental health. The ﬁndings also showed that many young people reported engaging in appearance-altering strategies which were linked to lower body esteem.

The ﬁndings show the relative importance of mental health difficulties with regard to the number of days absent from school, college, or work. Young people with a long-term mental health difficulties had significantly more days absent from their role in the previous month than those who reported a physical health condition or no long-term health condition.

The ﬁndings suggest that many adolescents and young adults may be using social media to build on and extend their social connections in real life, and there may be some beneﬁts to spending time online. However, there was a signiﬁcant relationship between time spent online (more than three hours) and higher levels of depression and anxiety and lower levels of body esteem.

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Developed by UCD School of Psychology and Jigsaw, My World Survey 2 is Ireland's largest and most comprehensive study of young people's mental health and wellbeing.

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Wellbeing - Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right is a Course

Wellbeing - Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right

Self-paced

Enrol

Full course description

Introducing a Trauma Informed Approach The Stress Factor - Getting the Balance Right
The Stress Factor-Getting the Balance Right is the first in a series of NEPS e-learning programmes introducing a trauma informed approach to supporting the wellbeing of all students and staff in schools. The focus in this first short course is on the impact of stress on wellbeing. Stress can be positive or negative and this training aims to help schools create environments that get the balance right for all. School staff will learn that pupils perceive their ability to cope with the typical demands of the school day differently. This depends on many factors from individual abilities and temperament to environmental factors such as supportive or challenging home and community settings.

Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking, planning and action. By adopting the approaches in this training school staff will build resilience for all and support recovery for those affected by trauma and adversity.

At times circumstances beyond our control such as the COVID 19 pandemic, war, major emergencies and disasters can impact on us all. The approaches covered in this training help create a foundation for managing the unexpected.

Sign up for this course today.

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Wellbeing - Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right - NEPS

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Wellbeing - Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right is a Course Self-paced Enrol Introducing a Trauma Informed Approach The Stress Factor - Getting the Balance Right The Stress Factor-Getting the Balance Right is the first in a series of NEPS e-learning programmes introducing a trauma informed approach to supporting the wellbeing of all students and staff in schools.

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DE School Refusal Behaviour.  Information for Teachers and School Staff

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DE School Refusal Behaviour.  Information for Teachers and School Staff

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NEPS Post-Primary Providing Psychological First Aid

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NEPS Post-Primary Providing Psychological First Aid

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Barnardo's Back to School Primary - Resources to support positive mental health

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Barnardo's Back to School Primary - Resources to support positive mental health

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This is publish for Primary but can be adapted to support Post Primary Student

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School Anxiety and Avoidance - A parent or carer guide to support

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School Anxiety and Avoidance - A parent or carer guide to support

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It's normal for children and young people to feel worried about something that's happening at school - for example, when starting a new school or during exams. Sometimes, however, school can become challenging, stressful or distressing over a much longer period of time.

If your child is feeling anxious about school, or not able to go, it can be exhausting for both of you. Mornings in particular can become really stressful for the whole family, as you try to juggle your child's feelings alongside the need to get them to school and get on with your other responsibilities such as work. Even if you manage to get your child to the school gate, you might know how difficult they're going to find the day - or know that you'll be facing the same problem tomorrow morning.

If you're in this situation, we've got advice to help you explore what's going on with your child, make changes at school that can help, and find the support you need if your child can't go to school.

Young people can feel anxious about school for lots of different reasons. They might be worried about making friends or fitting in, find schoolwork or lessons confusing, feel pressured to learn in a certain way or find their relationships with teachers difficult.

Sometimes, going through difficult experiences outside of school - such as bereavement, an illness in the family or being a young carer - can also make it harder for a child to feel settled at school.

For some young people, the school environment isn't right for them, and trying to fit into it can create a huge amount of stress. This might be the case if they are struggling with their mental health, or have a neurodiverse condition or Special Educational Need (SEN) such as autism, ADHD, dyslexia or dyspraxia. This can make the school environment anxiety-provoking and exhausting, especially if their condition or need is undiagnosed or not being well supported.

Young people might show they're feeling anxious about school by:

not wanting to get up and get ready

saying they can't go

worrying a lot about small issues, such as having the right equipment for a lesson

feeling sick, or having stomach aches or headaches

not sleeping well

not doing schoolwork, or their grades dropping

being angry or upset, or acting out - at school or at home

withdrawing - seeming low, quiet or depressed

It's often difficult for your child to articulate the problem. They may be in a heightened state of stress and not know why or feel able to explain. Your child probably wants to feel able to be in school, just as much as you want them to be there. In many cases it just doesn't feel possible.

Sometimes it can be difficult to work out what's making your child feel anxious, and the first step is often helping them to identify exactly what's worrying them. Once you understand the problem, you'll be in a much better position to make changes that can help.

Young people can find it hard to explain what's causing their feelings, and might not be able to answer direct questions like 'what's going on?' Using an anxiety iceberg can help to open up the conversation - giving you a more relaxed way of exploring together what's causing their anxiety.

Watch our video to find out how to make an anxiety iceberg with your child.

If you're making an anxiety iceberg with younger children, you might want to draw images on the iceberg, or encourage them to write simple words. With older children and teenagers, you can ask them to write key words and phrases on the iceberg, or do this as a mind map, with 'school' in the middle and all the things they're finding difficult around the outside.

Through this exercise, you might identify worries such as arriving at school, finding the environment noisy or overwhelming, finding lessons confusing, feeling lonely through the day, or feeling uncomfortable during specific subjects.

Once you understand what's going on for your child, you can use their anxiety iceberg or mind map to communicate with the school and ask for specific changes.

Follow these steps to start a conversation with the school:

Here are some examples of things you can ask the school for:

Remember that even though this situation can be really tough for you and your child, it's a good idea to maintain a positive relationship with the school. Recognise the support they're offering and any changes they're making. This will help you work together to make things better for your child.

Building a relationship with the attendance team at my son's school was hugely helpful, we were talking with them each day.

If your child isn't going to school at the moment, it might feel incredibly stressful and tiring. You might be worried about when they will be able to get back to school or the impact on their education. Or you might feel overwhelmed because you're juggling this alongside work and other family commitments. Things are probably feeling tough for your child too.

During this time, it's important to keep working with teachers and other staff to try strategies that can help your child get back to school. Keep encouraging them to take achievable steps towards attending too. When the right support is in place, it's often easier for a young person to get back into their usual routine if they can return to school as quickly as possible.

If your child's anxiety about school has built up to the point where they can't go, it's a good idea to get them some professional mental health or SEN support. Find out how to do this further down the page.

Alongside requesting professional help, try to:

The school's SEN and attendance policies should be on their website. Knowing what these are can support you during meetings with the school.

This can help if your child is unable to go to school for a longer period of time and you need to ask for more support, including provision of alternative full-time education.

Encourage your child to get up, do some studying and stop for lunch at the same times they would if they were in school. This will make adapting back to school easier. Explain to your child that if they cannot go to school, they will need to study at home - at least until alternative arrangements are put in place. Ask the school to help you facilitate tasks and activities your child can do and use online resources such as BBC Bitesize.

Not going to school could leave your child feeling really isolated. Make sure they stay connected to the outside world by seeing friends and family, doing activities they enjoy and getting outside for walks and exercise.

Speaking to friends online can be really important if your child is feeling isolated at home. Sometimes, however, you might notice that your child is spending lots of time gaming or on their phone, and that this is getting in the way of important daily activities like spending quality time with family, learning, or sleeping and eating well. If this is becoming a problem, have a look at our guide to gaming or guide to social media for more information and advice.

Local authorities must provide alternative education if a child of compulsory school age is unable to attend school over a longer period of time. If your child cannot attend school because of a mental or physical health issue, the local authority should provide an alternative as soon as it is clear that they will be away from school for more than 15 days (either consecutively or over time). Find out how to request alternative education.

Getting back to school after weeks or months may feel extremely difficult for your child, but you and the school can help make it more manageable. Here are some things you can do to help:

Set small, achievable targets, such as visiting the building outside school hours or attending one lesson.

Request a home visit from a school staff member so your child can check in while feeling safe, see that the school cares and discuss any strategies that might help them.

Ask for a reduced timetable, with regular reviews to discuss building back up at a manageable rate.

Discuss changing classes or sets if your child thinks this would help.

Focus on qualifications needed for what your child wants to do next, perhaps dropping a less relevant GCSE to reduce stress.

My son wasn't questioned about his absence when he did feel able to pop in for favourite lessons, helping to ease him back into full days of education.

If your child is struggling with anxiety and it's affecting their day-to-day life, learning or relationships, it's a good idea to find some professional support. Speaking to the GP and finding them a counsellor or therapist are two good places to start. You can find more information about GPs, counsellors and other mental health services in our guide to getting support from mental health services.

If there is no other obvious reason for your child's inability to attend school, they may have an undiagnosed Special Educational Need (SEN) such as dyslexia, autism or ADHD.

If you think this is the case:

Speak to the school's SENCO or your GP to ask for a referral for an assessment.

While you are waiting for an assessment, you can also ask the SENCO to refer your child for support from other professionals, such as an Educational Psychologist or Speech and Language Therapist. These professionals can identify specific needs and make recommendations for additional support the school can put in place - even if your child hasn't had a formal diagnosis yet.

SEN support at school
If your child is diagnosed with SEN, extra support and adjustments should be put in place at school to help them attend and learn. This is called SEN support, and should be available within the school's existing resources. Speak to the school's SENCO in the first instance about how the school will support your child.
Education, Health and Care (EHC) plans
If you do not think your child's needs can be met by the school's existing resources, you can ask the local authority to carry out an Education, Health and Care needs assessment (EHC needs assessment). If the local authority decides your child needs additional support, they will then make an Education, Health and Care plan (EHC plan). This outlines how the extra support they need will be provided. Find out more about EHC plans.
Your Local Offer
Your Local Offer is the information, support and services available for young people with SEN, and for their parents and families. You can find out what support is available in your area by going to your local authority's website and searching for their Local Offer.

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

We have more tips and advice on supporting your child with school, and information about how you can get in touch with our Parents Helpline.
This page was reviewed in December 2022. It was created with parents and carers with lived experience of supporting their child or young person with school anxiety. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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School Anxiety and Refusal | Parent Guide to Support

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If your child is anxious about school, or refusing to go to school at all, read our tips and advice on how you can support their mental health.

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Growing Up in Ireland is the national longitudinal study of children and young people, a joint project of the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Central Statistics Office (CSO). Since 2006, the study has provided Government with an evidence base to m…

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NEPS psychologists work in partnership with teachers, parents and children in identifying educational needs. They offer a range of services aimed at meeting these needs, for example, supporting individual students (through consultation and assessment), special projects and research.

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NEPS psychologists work with both primary and post-primary schools and are concerned with learning, behaviour, social and emotional development.

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Meath Emotionally Based School Avoidance Resource Pack

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Meath Emotionally Based School Avoidance Resource Pack

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School Avoidance Resource Pack

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NEPS Managing Stress and Anxiety for Post-Primary Students

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NEPS Managing Stress and Anxiety for Post-Primary Students

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Trauma Informed Education was initiated following a Maynooth University/Alcohol Action Ireland capacity building project, funded by the Irish Research Council. The project aimed to raise awareness and build capacity for trauma-informed practice within education systems.

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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DCEDIY The Mental Health of Children and Young People in Ireland 2023

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DCEDIY The Mental Health of Children and Young People in Ireland 2023

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Our mission is to educate, nurture and discover to enhance health and well-being through the practice of positive psychology and lifestyle medicine.

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Academic programmes

Our innovative, part-time programmes aim to educate health and allied professionals in the rapidly developing area of positive health and lifestyle medicine.

Free online courses

We offer a range of free online courses to the general public on a diverse range of topics.

Research

Staff in the Centre for Positive Health Sciences are focused on research projects across a variety of areas, including burnout, coaching, resilience, mental health and chronic illness.

Learn more

Testimonial

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The work of the RCSI Centre for Positive Health Sciences draws on the emerging disciplines of positive psychology, positive organisational scholarship, and lifestyle, integrative and precision medicine. More ...

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Guide to Free Apps to Support Mental Health

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Guide to Free Apps to Support Mental Health

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With so many to choose from, it can be hard to know where to start, or which to trust.

What are the best mental health apps?

At Jigsaw, we are often asked which are the best apps for anxiety, or what ones we would recommend. Research and evidence are important parts of our work so we can really stand behind what we say.

To ensure we recommend safe apps to use, we embarked on a review project with funding from ESB Energy for Generations,. The aim was to identify apps that might be helpful to young people in managing their mental health.

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Mental health apps | Advice for young people | Jigsaw

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With so many to choose from, it can be hard to know where to start, or which to trust. At Jigsaw, we are often asked which are the best apps for anxiety, or what ones we would recommend. Research and evidence are important parts of our work so we can really stand behind what we say.

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Full Interview with Dr Padraic Dunne RCSI - Centre for Positive Health Science

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Full Interview with Dr Padraic Dunne RCSI - Centre for Positive Health Science

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See Appendix A for some supportive ideas to empower students positive mental health

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Compassion Fatigue Ireland - Compassion Fatigue Ireland

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Compassion Fatigue Ireland - Workshops & Training - Burnout, Self-Care

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Compassion Fatigue Ireland - Self Care for those who Care the Most - Workshops and Training on Compassion Fatigue, Burnout & Self-Care

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Growing Up in Ireland webinar | 25/10/2022

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When we use the word 'nurture', we're talking about the social factors that shape the development of children and young people: who they spend time with, instead of who they were born to.

Born from an understanding of how children learn and develop, a nurturing approach to learning addresses the impact of a pupil's social environment on their emotional wellbeing, their social skills, and how ready they are to engage in school and the wider community.

By addressing missing nurturing experiences, teachers can help pupils to develop the social skills they need to thrive, and the confidence and resilience to deal with whatever life throws at them - not just at school, but for the rest of their lives.

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Whole-School Approach to Nurture - NurtureUK

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Discover our Whole School Approach to Nurturing, providing an inclusive and supportive environment for children and young people. Learn more on our website.

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Student Support File Template Form

This word version of the Student Support File, allows schools to insert their own logo and use and adapt the format. It offers a flexible, generic 'Support Plan' and 'Support Review Record' that can be used at all levels of support.

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National Educational Psychological Service (NEPS) resources and publications

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Student Support File Template Form This word version of the Student Support File, allows schools to insert their own logo and use and adapt the format. It offers a flexible, generic 'Support Plan' and 'Support Review Record' that can be used at all levels of support.

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NCGE Setting Up a Network of Support Editable in Word

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NCGE Setting Up a Network of Support Editable in Word

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Mental Health Ireland Supports List in Editable PDF

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Mental Health Ireland Supports List in Editable PDF

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Welcome to the RCSI Centre for Positive Health Sciences' Science of Health and Happiness 2.0 course - a transformative journey designed to explore the intricate connections between health, happiness, and holistic well-being. Building upon the success of our previous course, we're thrilled to introduce an updated curriculum that delves deeper into the science behind positive health.

Over the course of 11 weeks, you'll embark on a comprehensive exploration led by esteemed experts from the RCSI Centre for Positive Health Sciences. Week by week, you'll uncover the essential principles and practices that contribute to a fulfilling and flourishing life.

If you're interested in delving deeper into this area, explore our academic courses for further study and research opportunities. Join us as we unlock the science behind happiness and health, and embark on a journey toward holistic well-being.

New content will be released each Wednesday morning.

This lecture is delivered by Dr Jolanta Burke Senior Lecturer, RCSI Centre for Positive Health Sciences. It includes a brief exploration of main topics relating to the good life, i.e. happiness, meaning, flourishing and psychological richness. What do they mean and why do they matter?

A Journey into the Good Life PDF | 126.4 KB

This lecture is delivered by Dr Pádraic Dunne, Senior Lecturer, RCSI Centre for Positive Health Sciences, and explores mind-body connections in health and disease. How are our minds, our brains and our bodies interlinked? What are the roots of positive health?

Brain, mind, and body connections

The brain

Threat perception

The autonomic nervous system

Stress

Immune response

Stress, immune response and sickness behaviour

Watch 'Week 3 - Mind-body connections' here.
Useful resources

The Biology of Mind Body Connections PDF | 1004.6 KB

This lecture is delivered by Dr Pádraic Dunne, Senior Lecturer, RCSI Centre for Positive Health Sciences. Today we explore the concept of increasing our health span alongside our life span, focusing on the practices observed in blue zones, emphasizing whole health through lifestyle medicine principles such as regular physical activity, healthy nutrition, stress management, social connections, and abstaining from risky substances, while also delving into the significance of cultivating meaning and purpose in life for overall health and well-being.

Watch 'Week 4 - Whole Person Health' here.
Useful resources

This lecture will be delivered by Christian van Nieuwerburgh Prof , Professor of Coaching and Positive Psychology at RCSI Centre for Positive Health Sciences. It will focus on the roles of "meaning in life" and "purpose" in the way that we perceive the world. People with a clear sense of purpose who find their lives meaningful are more likely to experience higher levels of subjective wellbeing.

Watch 'Week 5 - Meaning and Purpose for Well-being' here.

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Welcome to the Science of Health and Happiness 2.0 course - a transformative journey designed to explore the intricate connections between health, happiness, and holistic well-being. More ...

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This training course focuses on stress and its impact on learning, behaviour and wellbeing. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking, planning and action. The training aims to support school staff to build resilience for all including children and young people with additional needs and those affected by trauma and adversity.

It has been designed for all staff and promotes a whole school approach to trauma informed practice.

The format has been developed to allow for self-directed, self-paced learning. Schools may also choose to undertake the training together through blending the e-learning modules with follow up in-school reflection and action planning sessions.

The course consists of 7 short modules, each comprising video presentation, and downloadable reflection activities and information handouts. The online course can be completed in approximately 2 - 2 ½ hours.

Following completion of the course we hope you and your staff:

Use the resource called 'Walk Through' Model, to highlight strengths, needs and actions for your class/school.

Discuss with colleagues how best to embed the learning in this training in classes and in the school community.

Access further advice/support around embedding the learning through the school's assigned psychologist, if required.

Click here for flyers:

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NEPs- Introducing a Trauma Informed Approach eLearning

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This training course focuses on stress and its impact on learning, behaviour and wellbeing. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking, planning and action. The training aims to support school staff to build resilience for all including children and young people with additional needs and those affected by trauma and adversity.

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Home page - Mental Health First Aid Ireland

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Adult Mental Health First Aid Face-to-Face Course

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©2024 - Jigsaw | All right reserved National Centre for Youth Mental Health Company Limited by Guarantee. Registered in Dublin, Company registration number 421016. Registered office: 16 Westland Square, Pearse Street, Dublin 2. The National Centre for Youth Mental Health trading as Jigsaw is a registered charity.

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Jigsaw Self Care Course for Teachers - Free

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Jigsaw Self Care Course for Teachers - Free

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Self-care course for teachers | Resources for Schools | Jigsaw

Self-care course for teachers

This 45 minute online course will introduce teachers to the concept of self-care.
It covers the importance of self-care in the life of a teacher, and ways to ensure it is a part of their teaching. You will receive a certificate of completion once you finish the course.

Participants will:

Have a greater understanding of what self-care is

Have a greater understanding of the importance of self-care in their role as a teacher

Explore the challenges to supporting self-care practice

Be more aware of their own self-care needs

Be able to develop their own self-care plan.

For those who work or volunteer with young people, access this course is for you. Sign up to our eLearning portal.

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Self-care course for teachers | Resources for Schools | Jigsaw

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Self-care course for teachers | Resources for Schools | Jigsaw Self-care course for teachers This 45 minute online course will introduce teachers to the concept of self-care. It covers the importance of self-care in the life of a teacher, and ways to ensure it is a part of their teaching.

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MindOut

MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students. MindOut is suitable for Transition Year or 5th year pupils and is designed to be implemented within a single 35-40 minute class period over 12 weeks, using interactive learning methods.

Irish manual available in 22/23

N.B. The Mindout programme materials are only available with training.

Teachers can attend either:

1 day in person training to support the delivery of the Mindout programme. This is suitable for all teachers. Book Here.

2 hour online training. This is only suitable for teachers experienced in teaching SPHE. Book Here.

Campaigns that promote mental health

HSE Mind Monsters is a mental health campaign for young people that focuses on relationships, body image, screen time, exams, stress and sleep.

HSE Little Things is a mental health campaign that focuses on little things we can do to protect our mental health and support the people we care about. Posters are available for Staff Rooms.

Suicide Prevention Training

The HSE National Office for Suicide Prevention works with the HSE Regional Resource Officers for Suicide Prevention to provide training in ASSIT and SafeTalk for teachers.

Referral pathways for Mental Health Services

The Child and Adolescent Mental Health Service (CAMHS) has set out a standard procedure for how children and young people are referred to CAMHS. For more information visit here.

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Emotional Wellbeing Resources for Post Primary School Teachers - HSE.ie

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MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students.