Examine key terms and strategies to help students and staff understand, identify, and support mental health.
Full Course Description
Equip yourself with strategies to support mental well-being in your educational community with our Understanding Mental Health online course. This 1.5-hour course is designed for CBO staff, educators, site directors, and school leaders dedicated to fostering a supportive environment for students and staff. You’ll learn to define mental health, explore social and environmental factors, and develop strategies to promote well-being within your community. The course also emphasizes normalizing mental health discussions, reducing stigma, and integrating Conscious Conversations. By the end, you’ll have the tools to prioritize mental wellness in your school or program. Enroll today to enhance your ability to support mental health!
Course Outcomes
By the end of this course, you will be able to:
Define mental health and examine the social and environmental factors that contribute to mental health.
Review strategies that promote mental health.
Analyze the conditions that normalize conversations about mental health and wellness.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
Early Childhood Education and Care Department
1. Child growth, development, and learning
3. Family and community collaboration
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
5. Cultural Relevance
8. Staffing and Professional Development
Department of Early Learning and Care: Training
1. Diversity
2. Family and Community Systems
3. Human Growth and Development
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
8. Program Management
9. Special Needs
10. Understanding and Guiding Behavior
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
3. Human Relationships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Competencies for Early Childhood Educators and Administrators
2. Child observation and assessment
4. Guidance
6. Professional development and leadership
Academic Standards: Essential Skills
3. Civic/Interpersonal Skills
Afterschool Network Quality Standards
1. Environment
2. Relationships
4. Programming
5. Health
Early Childhood Professional Learning Categories
1. Learning Communities
2. Leadership
5. Learning Designs
6. Implementation
7. Outcomes
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
3. Relationships
4. Staffing & Professional Development
5. Programming & Activities
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
School Age Child Care
1. Principles of Childhood Development
2. Nutrition and Health Needs of Infants and Children
3. Child Day Care Program Development
NYC DYCD Core Competencies for Youth Work Professionals
4. Ability to foster academic and non-academic skills and broaden participant horizons.
6. Ability to promote responsible and healthy decision-making among all participants.
Afterschool Quality Standards
1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
7. Staffing and Professional Development
Standards of Early Learning and Development
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
6. Positive Discipline and Guidance
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies
MOST (Michigan Out-of-School Time) Standards of Quality
1. Health, Safety
2. Human Relationships
5. Program Activities
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
5. Teaching and learning
7. Interactions and guidance
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
Early Learning and Development Standards
2. Social and Emotional Development
5. Cognitive Development
Afterschool Standards
1. Human Relationships
3. Programming and Activities
Core Knowledge and Competencies
3. Observation and Assessment
4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
4. Responsiveness to Culture & Identity
7. Ongoing Staff Support and Volunteer Development
8. Youth Safety and Wellness
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
4. Preparing for and Including Young Children in the Child Care Setting
a. Introduction to Inclusive Child Care
d. Preparing for and Including Young Children in the Child Care Setting
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
2. Child and youth development
3. Child safety, abuse, and neglect
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
4. Health, Safety and Nutrition
5. Indoor and Outdoor Environments
6. Intentional Relationships
8. Activities
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
3. Positive ways to support children’s social and emotional development
8. Principles of child growth and development
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
8. Principles of child growth and development
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access
All Staff Annual Training
2. Social and Emotional Development
3. Child Guidance
5. Special Needs
6. Professional Development
Director Annual Training
4. Child Guidance
5. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
d. Developmentally appropriate practices
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
2. Behavioral guidance practices
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
4. Positive Youth Development
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
6. Child Observation and Assessment (COA)
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
2. Health, Safety, and Environment
3. Programming and Activities
4. Youth Leadership and Engagement
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
Child Care Training Regulations
4. Positive behavior management
6. Supervision of children
18. Preventing, recognizing, and reporting child abuse and neglect
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs
After School Network
1. Relationships — Interactions and Engagement
3. Environment
5. Safety
6. Staffing/Professional Development
Early Learning and Development Standards
3. Health Issues
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
7. Health, Nutrition & Physical Fitness
8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
10. Inclusion of All Children
12. Recognition and Reporting of Child Abuse and Neglect
13. Foundations of Child Development and Approaches to Learning
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
6. Diversity, Access and Equity
7. Quality Staff
ECE Competencies
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
7. Special Needs and Inclusion
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
5. Cognitive Learning
6. Communication
8. Self-Esteem
9. Social Development
10. Guidance
13. Professionalism
Goals for Program Management and Delivery
1. Safe, Healthy, and Orderly Environment
2. Qualified and Diverse Staff
3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
4. Positive Participant and Staff Interactions
6. Consistent Participant Attendance
Goals for Program Participants
9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Goals for Program Management and Delivery
Goals for Program Participants
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
1. Safety, Health and Nutrition
3. Programming and Activities
4. Diversity and Inclusion in Programming
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (4) Teacher-child interaction
Pre-Service 1. Developmental stages of children
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 6. Positive interaction with children
Early Childhood - Continuing Education
2. Child Guidance
3. Child Abuse Prevention
11. Management/Administrative Education
Afterschool Program Quality Institute
2. Relationships and Connections
4. Youth Participation and Engagement
Child Growth and Development
2. Children with special needs
2. Interpersonal Relationships
5. Health and Safety
6. Social/emotional development
7. Challenging behaviors
8. Cognitive development
9. Health and wellness
Child Growth and Development
2. Children with special needs
2. Interpersonal Relationships
5. Health and Safety
6. Social/emotional development
7. Challenging behaviors
8. Cognitive development
9. Health and wellness
Career Development
6. Strategic leadership and planning
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Child Growth and Development
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
B-3 Continuum
2. Comprehensive Services
5. Joint Professional Development
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
4. Positive behavior management/social-emotional development
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
5. Safe and Healthy Program Environment
6. Purposeful Family & Community Engagement
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
3. Health, Safety and Nutrition
4. Curriculum
5. Inclusive Practices
6. Learning Environments
7. Building Family and Community Relationships
8. Diversity: Family, Language, Culture and Society
10. Professionalism and Advocacy
11. Social-Emotional Development and Mental Health
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
10. Supervision or Staff Development in Early Childhood Education
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Quality Standards for OST Programs
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
3c. Health, Safety, and Emergencies
Childcare Program: Continuing Education
3. Caring for children with exceptionalities
7. Behavior guidance
8. Leadership, child care administration, or mentoring
11. Legal issues in child care
12. Child abuse and neglect
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
9. Communication and relations with staff
10. Cultural diversity
11. Learning environments
12. Age-appropriate activities and planning
13. Professionalism
14. Partnerships with parents
15. Inclusion of all children
Child Care Core of Knowledge
3. Health, Safety, and Nutrition
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Administrative Quality Standards
III. Health, Safety and Program Space
IV. Youth Program Staffing and Professional Development
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
5. Programming and Activities
6. Safety and Environmental Health
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
Afterschool Program Quality Guidelines
3. Relationships
5. Professional Development
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
8. Professional Development and Leadership
Program Management
6. Safety and Health
Afterschool Program Standards
Program Management
Program Quality Practices
7. Leadership and Administration
8. Professional Development
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
C. Intentional Programming and Activities
D. Equity and Inclusion
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
D. Availability of community services and resources, including those available to children with special needs
Department of Education and Early Development (DEED)
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Quality Standards for Nevada OST Programs
b. Health, Safety and Security of the Physical Environment
c. Program Management & Professional Development
Department of Education: Standards for Professional Development
f. Strategies for working with children with disabilities
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Division of Early Care and Education: Staff Development
