Last Updated: 16 Oct 2026
Pillar 2: Enabling an ecosystem of support in schools
1. Early identification and support
MOE has progressively strengthened teachers’ mental health literacy through professional development. Teachers are equipped to recognise signs of distress, provide initial guidance and support, and refer students who need further help, such as to a School Counsellor.
Schools create regular opportunities for teachers to check in on students’ well-being. These include:
- Regular check-ins: At the start of each term, dedicated time is set aside for teachers to build the class community and check in on students. Teachers are provided with practical resources and tools (e.g. student well-being check-in surveys and activities) to help them better understand their students' well-being and identify those who may benefit from a follow-up conversation or closer support. These activities also help to kickstart conversations around well-being and reinforce class commitment to look out for one another.
- Peer support: Peer support structures are set up in every school. Peer Support Leaders are identified and trained to provide a listening ear to their friends and encourage early help-seeking. All students are also taught about peer support in CCE to look out for one another and encourage peers in distress to seek help from trusted adults, such as parents, teachers, or School Counsellors.
See Peer Support Leaders in action.
2. Provide support according to students’ needs
Teachers provide the first line of support for students. Students who require additional support may be referred to School Counsellors. Every school has one or two in-house School Counsellors and dedicated counselling rooms that provide a safe, private and conducive environment for support.
School Counsellors are trained professionals who support students facing social, emotional, behavioural or mental health challenges. They help students develop strategies to manage their emotions, navigate challenges and build resilience and well-being.
Students who require more intensive support may be referred to community mental health professionals, such as the Response, Early Intervention and Assessment in Community Mental Health (REACH) teams or hospitals for further intervention. Schools work closely with these professionals and parents, where appropriate, to support the continuity of care for our students.
School Counsellors adhere to MOE’s ethical counselling standards and maintain the confidentiality of information shared by students. Students are informed of the limits of confidentiality before counselling begins. Where there are concerns about a student’s safety or well-being, relevant information may be shared with appropriate parties on a need-to-know basis, to ensure the student’s protection and support.
Learn about counselling and student welfare.
3. What students can do
Mental health and well-being are shaped by our habits, relationships, experiences and support networks. Alongside support from schools, families and communities, students can take positive steps to strengthen their well-being and resilience.
- Build healthy daily routines. Get sufficient rest, stay physically active and maintain a healthy balance between online and offline activities.
- Stay connected. Build positive relationships with family, friends and trusted adults who can provide care, encouragement and support.
- Apply coping skills. Use skills learnt through school experiences to manage challenges, cope with stress and navigate setbacks.
- Participate actively. Take part in school and community activities that build confidence, resilience, belonging and a sense of purpose.
- Seek help early. Reach out to trusted adults when facing difficulties and encourage friends who may be struggling to seek support.
Small everyday actions, together with support from family, schools and the wider community, can help students build the confidence and resilience to thrive through life’s challenges.
Other related information
Learn more about the other 2 pillars: