Teachers are under increasing pressure to support students' emotional well-being and tackle bullying. This campaign aims to educate teachers to provide emotional support through a three phase strategy. Phase 1 will equip teachers with skills and resources through workshops and online content. Phase 2 will provide direct support to students. Phase 3 will launch a nationwide advertising campaign to raise public awareness. The campaign budget is £2.2 million and will utilize TV, outdoor, and digital advertising over 12-18 months to positively impact students' mental health.

1. Creative & Media Strategy

2. OVERVIEW
• Objectives
• Identifying the need: Why this really matters
• Who’s talking in this space?
• Course of Action
• The Campaign: Building a tribe & sharing your message
• Embracing Digital
• Budget Overview & Value Added
• Conclusion

3. Objectives
1. Educate and empower teachers with
knowledge to support the emotional
wellbeing of students (aged 9-14 years).
2. Provide accurate emotional support to
students preventing internal & external
stressors from becoming too much as
they develop into adult life.
3. Raise awareness and gain support of
parents to lobby the issue to local &
central government via petition.
4. Rollout a nationwide campaign via TV
advert and OOH advertising.

4. Identifying the Need:
WHY THIS REALLY MATTERS

5. There is increased pressure on schools to do more to tackle bullying
7OUT OF 10
PARENTS
BELIEVE SCHOOLS
ARE NOT DOING
ENOUGHTO COMBAT
BULLYING(Joshi, 2018)

6. 91% of
students tell a
teacher about
bullying
(Ditch the Label, 2018)
43%of
students
dissatisfied with
the support
received
(Ditch the Label, 2018)
in addition, students are
calling for more from schools

7. Nearly 80,000
children & teens suffer
from depression in the
UK
(YoungMinds, 2018)
Over 200
school children
are lost to suicide
every year
(Papyrus, 2017)
This rise in bullying can lead to emotional strains & feelings of isolation

8. Childhood bullying links to adult depression and anxiety
30%
of 18 year olds
attributed their
depression and
anxiety to being
bulliedduring
adolescence(Bowes, Joinson, Wolke &
Lewis, 2015; Walton, 2015)

9. Who’s talking in this space?

10. Educate:
Providing teachers with skills; support
via education
Child Emotional Well-being:
Core concern with children who are
having suicidal thoughts
Bigger Picture:
Long term objectives aimed at reducing
stigma surrounding suicide and sparking
public debate
(Papyrus, 2018)
#SAVETHECLASS

11. #LISTENTOYOURSELFIE
Digital:
Social media used to engage younger
audience & highlight key issues
Relevant:
Discusses what affects them:
cyber-bullying, online grooming, trolling
Useful:
Gives clear, simple advice on serious
topics
(OMD UK, 2016)

12. Innovative:
Partnered with EA GAMES to target
younger demographic
Raises Awareness:
Aims to tackle bullying in gaming
community via online petition
Independant:
A team of mentors available to offer
immediate support
(Ditch the Label, 2018)
#GAMERSUNITE

13. course of action

14. Phase 1 Phase 2 Phase 3
TEACHERS STUDENTS MASS MEDIA
a three-phase strategy
(Rose, 2010; Barker, 2014; Fill and Turnbull 2016)

15. Equip and empower teachers with the knowledge
needed to support students who may be suffering
from emotional difficulties
1. Aim to provide schools with preventable measures to
reduce risks associated with mental illness develop in
childhood and triggered in adulthood
2.
3. Raise awareness of Samaritans’ initiative amongst
parents and promote facilities to students
PHASE 1 the starting point
EMPOWER VIA EDUCATION
PROVIDE PREVENTATIVE MEASURES
MAKE SOME NOISE

16. From Teacher to Samaritan
Empathy
Listening Support
Confidentiality
Non-Judgemental
PHASE 1

17. JOURNEY MAPPING THE TEACHER EXPERIENCE
Awareness
Developing
Interest Involvement
Word of Mouth
School Staff
Portal
Email
Communication
Attending
Samaritans’
workshops
Becoming a school
Samaritan
Click-
through
microsite
Reading &
sharing
content
Increased
Skills
Improved confidence
& skillset
Improved student
wellbeing
Improved
parent-teacher
relations
PHASE 1
(McKinsey, 2017)

18. THE CREATIVE: BUILDING A TRIBE
& SHARING YOUR MESSAGE

19. Phase 1
COMMS PACK:
Email, Intranet Banner,
Letter
VIDEO CONTENT:
“In Their Shoes”
MICROSITE:
Resources & Community
Forum

20. COMMS PACK PERSONALISED & TAILORED EMAIL FOR TEACHERS
Introduces partnership between
Samaritans and schools
Tracks engagement and up-take
‘Opt in’ option
Option for late joiners/teachers joining mid
school-year
Register to “Become your school’s
Samaritan”
Event updates, achievement highlights
YOU’VEGOTMAIL!
Have You Heard?

21. COMMS PACK TAILORED BANNER FOR SCHOOLS’ INTERNAL WEBSITES
Appears on teachers’ school
portals
Click-through feature to
microsite
Trackable engagement

22. MICROSITE ENGAGING TEACHERS & SHARING USEFUL RESOURCES

23. COMMS PACK letter notifying parents of samaritans in schools
Letterhead template provided to schools as
part of the ‘Samaritans in Schools’ initiative
comms pack
Streamlines communications between
school and parents
Raises awareness of need for training
within schools
Encourages dialogue between teacher and
parents, and parents and their children
Opens communication channel for further
contact

24. An Empathy in Education Production
● ‘A day in the life of’ ... a student
● (Phase 1) For teachers during training day
● (Phase 3) For television premiere
● Develops teacher-student relationship
video content “IN THEIR SHOES”

25. closing scene
21 3
4 5 6
7
8
9
‘In their
Shoes’
storyboardsequence(1-9)
opening scene

26. video content “IN THEIR SHOES”
An Empathy in Education Production

27. Storyboard:
Scene 1: Scene opens to a staircase in a home. Childs feet in socks come rushing down the stairs and the faint sound of parents bickering becomes more audible.
Scene 2: Child sits down on the stairs and puts their mobile phone on top of school blazer next to where they are seated. Camera (forward facing shot) focuses on the child’s feet as
they put their shoes on [bickering grows louder] and hastily tie their laces. One of the laces slips undone as the child stands and picks up their phone and school blazer off of the
stairs.
Scene 3: Camera follows child’s feet down (forward facing shot) as they walk down the remaining stairs and (camera rotates around front the front to the back) pick up backpack.
Child opens the door as parents continue to bicker and leaves (camera continues to face the back of the child and we see door slam), slamming the door behind them [as door
slams closed bickering stops].
Scene 4: Camera follows child’s shoes (from a side shot) as they walk to school – notifications on phone begin to sound and the traffic noises become increasingly louder as the
messages are displayed in scene. We can see the traffic and other children walking in the background of the scene.
Scene 5: Traffic noises and sounds of children continue to increase as child gets closer to school [almost to the point where it is uncomfortable to listen to]. Shoelaces become
untied as child walks through school gates and in the background we can see children running around.
Scene 6: Child walks up to entrance of school and another set of shoes comes into frame [surrounding noises are at their loudest when the school bell rings and all goes silent].
Scene 7: A teacher kneels down and ties child’s shoe laces (camera angle to the side and both feet in frame); scene fades to black
Scene 8: Statistics about childhood depression and anxiety appear and fade out;
Scene 9: Name of campaign appears: In Their Shoes and fades out; hashtag appears: #SamaritansInSchools; ad ends.

28. EMBRACING DIGITAL

29. THE NEW GROWTH ENGINE FOR
CHARITIES IS DIGITAL & MOBILE
Mobile & Desktop Friendly
Activities & workshops online and offline
Personalised email & online registration
Data Capture
Shareable content & peer-to-peer
knowledge sharing; Who’s becoming a
Samaritan?

30. BUDGET OVERVIEW & TIMELINE

31. Timeline
(Rose, 2010)

32. OVERALL Expenditure & Value Added
£2.2m
Estimated total 24% of annual
advertising spend (as of
Samaritan’s 2016/2017
published figures)
TV PrimeTime Slots across all
major UK broadcasting
networks
20% discount (as an established
public sector client)
Donated ad space (OOH billboards)
Donated digital media space (email
storage via Dooonate tool)
(https://www.dooonate.com)
Increased brand awareness
Broadened support and user
demographics
Challenge local & central
government funding (e.g. up £100
per person, per year)

33. CONCLUSION

34. STUDENTS
OBJECTIVES listening, empowering, human contact
Phase 1 Phase 2 Phase 3
Educate and empower
teachers
Support students to feel
heard and actively listened to
Raise awareness amongst
younger demographic
Create video content that
teaches and creates an
impact with teachers
Develop an emotional
support service for
students
Improve overall well-being
of students
Develop personalised
content
Encourage & reward
teachers to take part
Create online accessibility
Develop content for
television slot
Promote petition for
government lobbying
Raise awareness of
initiative to parents and
general public
Rollout nationwide
campaign

35. reducing risk of suicide in childhood & adult life
Samaritan’s vision is that fewer people die by suicide.
By empowering teachers with the resources needed to listen to
students and support their emotional wellbeing in a confidential
and non-judgmental way, we can stand together to prevent the
daily stressors children experience from becoming unbearable
and teach them how to appropriately handle these as they move
into adult life.
(Samaritans, 2015)

36. Thank you

37. References
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December 2nd 2018
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https://www.telegraph.co.uk/family/parenting/can-stopmychild-abully/ [Accessed 3 November 2018].

38. References
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39. creative research & further reading
Campbell, D. (2018), ‘Children face mental health epidemic, say teachers’, The Guardian [online]. Available from:
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https://www.theguardian.com/society/2015/jan/10/headteachers-students-let-down-mental-health-survey . [Accessed on Oct
26th 2018].
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from:
https://www.huffingtonpost.ca/2017/01/25/shoe-tying-hack_n_14392100.html?guccounter=1&guce_referrer_us=aHR0cHM6Ly93
d3cuZ29vZ2xlLmNvLnVrLw&guce_referrer_cs=St94G8YdNbOamjDuC6CCHA . [Accessed on Nov 5th 2018].
Fill and Turnbull (2016), ‘Marketing Communications: Discovery, Creation and Conversations’. 7th
Ed. Pearson Education Limited.
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Family Studies. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5487753/ . [Accessed on Oct 26th 2018]
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https://www.theguardian.com/healthcare-network/2016/dec/07/government-breaking-promises-child-mental-health.
[Accessed on Oct 27th 2018]

40. creative research & further reading
Marsh, S. and Boateng, A. (2018), ‘Calls for action over UK’s intolerable child mental health crisis’, The Guardian [online], Available
from: https://www.theguardian.com/society/2018/aug/31/calls-for-action-over-uks-intolerable-child-mental-health-crisis .
[Accessed on Oct 27th 2018].
Rogers, C. (2018), ‘How brands are stepping up to improve children’s mental health’, Marketing Week [online] Available from:
https://www.marketingweek.com/2018/05/14/childrens-mental-health/. [Accessed on Oct 27th 2018].
Rushden, K. (2017), “Teachers have no idea how to tackle cyber-bullying”, Daily Mail [online]. Available from:
https://www.dailymail.co.uk/sciencetech/article-5085475/Cyber-bullying-rocketing-UK-schools.html. [Accessed on Oct 25th
2018].
Samaritans in Education, (2018), Samaritans.org. Available from:
https://www.samaritans.org/your-community/samaritans-education [Accessed on November 24th 2018].
Stewart, R. (2017), ‘How much does it cost to advertise on UK TV’, The Drum [online]. Available from:
https://www.thedrum.com/news/2017/02/22/how-much-does-it-cost-advertise-uk-tv-heres-what-channel-4-itv-and-more-charge
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The Children’s Society (2018), Safety Net: Cyberbullying’s impact on young people’s mental health. Young Minds
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[Accessed on Nov 1st 2018].