“Everything just clicked”: Putting mental health first aid into practice

When Lyndel first came face to face with suicide, she was still in high school.

“It was the late eighties, and no one talked about mental health – especially suicide,” she said, “People called it selfish. You weren’t supposed to mention it again.”

But the experience stayed with her.

Over three decades later, Lyndel works at a tertiary institution in Lutruwita/Tasmania supporting Aboriginal and international students to succeed in their learning. As a proud pakana woman and long-time advocate for student wellbeing, she’s spent years helping others navigate life’s challenges.

In that time, Lyndel took on the role of co-manager of the student counselling team – a role that made her realise she needed to build her own skills.

“I didn’t want to be in a situation where my previous panic response would take over,” Lyndel said. “I wanted to understand mental health and how to support someone appropriately in line with best practice.”

That’s when she completed her first Mental Health First Aid® (MHFA®) course.

A new way of responding

“The biggest shift for me was learning that I’m not there to fix the problem – I’m there to be the first point of contact,” she said. The course gave Lyndel the confidence to have conversations she might once have avoided.

“It was eye opening to learn that you can directly ask someone, ‘Are you thinking of hurting yourself?’ or ‘Are you thinking of suicide?’. That was never part of my experience growing up – but now I understand how important those questions can be.”

Later, she completed the Aboriginal and Torres Strait Islander MHFA course, which she strongly recommends. “That’s where my passion lies,” she said “The course validated what I already knew and expanded on it, providing helpful advice on building cultural knowledge and keeping people safe.”

Putting training into action

Not long after the course, Lyndel had the chance to put her skills into practice. A teacher raised concerns about a student who had returned to class after a possible suicide attempt.

“Our counsellors were off campus that day, so I stepped in,” she said. “I remembered the ALGEE action plan – approach, listen, give support and information. My role was to hold space for that person until more help arrived.”

It was a moment where the training came together. “Everything just clicked,” she said. “We made a plan, debriefed, and the student went and got the professional support they needed at that time. And I am pleased to say, they then went on to finish their studies. They’re in a much better place mentally now.”

Advice for supporting Aboriginal and Torres Strait Islander people

Lyndel believes that cultural context matters when supporting Aboriginal and Torres Strait Islander communities.

“Culture, community and trauma play a big role in the mental health or social and emotional wellbeing of First Nations peoples,” she explains. “The impacts of colonisation are still with us. People think it happened 230 years ago – but that’s just when it started. The trauma is still evident today, especially post-Voice referendum.

“Understanding the history, culture, and lived experience is essential when supporting First Nations communities. Meaningful support starts with awareness and a willingness to listen and learn.”

Lyndel sees the impact this has on the wellbeing of her students in her work today.

“Cultural responsibilities go far beyond our roles as Aboriginal employees – we carry responsibility to community too. I would advise everyone to do the Aboriginal and Torres Strait Islander Mental Health First Aid course”