Overview
This lesson introduces students to psychological health and safety (PHS) as part of overall workplace safety. Students explore real scenarios and learn how to identify psychosocial hazards and safe responses. This lesson has three components:
- A PowerPoint to introduce key concepts and guide transitions
- Scenario Cards for group activity
- A Student Worksheet to help support analysis and reflection
The main objectives of this lesson are:
- Define PHS in age-appropriate language.
- Identify common psychosocial hazards faced by young workers.
- Explain why mental and emotional safety are part of workplace health and safety.
- Identify appropriate actions when something feels unsafe or stressful
- Practice communication and problem-solving skills.
NB Curricular Connections
High School Block Learning Areas
Personal Wellness 9:
o Strand: Wellness – Big Idea: Helpful and Harmful Choices; Personal Safety
Career Connected Learning Cluster – Career Connected Experiences 110, Career Pathway Mentorship 120, Skills for Success 120
Essential Skills Achievement Pathway
Instructions
This section provides a breakdown of the slides/content contained in the PowerPoint Presentation, along with notes to help in the delivery of the presentation. Educators may choose to use these notes verbatim or, if they are familiar with the content, they may wish to use their own language. Where applicable, resources for further exploration of topics will be suggested.
PowerPoint Presentation
- Introduction (PPT Slides 1-2):
- Title, learning objectives
- Defining Psychological Health and Safety (Slides 3-4)
- Slide 3: Ask students what comes to mind when they hear the word “workplace safety.” Introduce the idea that safety is not only physical (e.g., slips, noise, tools) but also psychological. Explain that PHS means feeling respected, supported and comfortable speaking up.
- Slide 4: As a class, discuss the list of examples of what PHS means
- Emphasize the importance of “readiness for work.” Everyone has a role in ensuring their own health and well‑being, and students should understand that we all need to feel well enough — physically and mentally — to work or learn safely. Coming to work unwell (for example, with a cold or flu) or feeling overly stressed or distracted can affect a person’s ability to work safely. Encourage students to recognize when they may not be at their best and to speak up or seek support when needed.
- Psychosocial Hazards (Slide 5)
- Introduce the concept of psychosocial hazards – things that can harm our mental or emotional well-being. Ensure students understand that these are only some examples of psychosocial hazards. Ask if they can think of other examples and discuss how they might make a young worker feel.
- Why Psychological Health and Safety Matters (Slide 6)
- There are many reasons why PHS matters – Discuss the reasons on the slide, then ask students: “Have you ever done better at something when you felt safe and supported? How might that apply at work?”
- The Three Rights of Workers (Slide 7)
- Explain to students that these three rights are part of every worker’s legal protection in New Brunswick – including young workers. Even though these rights often get taught in the context of physical hazards (like machines or chemicals), they are just as important for PHS.
- The right to know includes understanding expectations and support so they don’t feel confused or stressed.
- The right to participate allows them to ask questions and speak up when something feels off emotionally or mentally.
- The right to refuse protects them if they feel a situation is unsafe — including unsafe pressure, isolation or lack of support.
- Reinforce that these rights empower young workers to protect all aspects of their well‑
- Explain to students that these three rights are part of every worker’s legal protection in New Brunswick – including young workers. Even though these rights often get taught in the context of physical hazards (like machines or chemicals), they are just as important for PHS.
- Group Activity – Scenario Cards (Slide 8) – 15-20 mins
- Divide students into small groups. Give each group one scenario card. Groups discuss their scenario and answer the guided questions below. See answer key at the end of this guide for possible responses.
- What is happening in this situation?
- What type of psychosocial hazard is this?
- How might someone feel in this situation?
- What could a young worker do to protect their PHS?
- How could the workplace prevent this situation?
- Class debrief: Groups share findings; discuss common hazards and solutions.
Answer Key (Scenario Summary)
| Scenario | What’s happening? | Hazard | Feelings | Worker action | Prevention |
| Confusing instructions | Rushed or unclear training | Unclear expectations / lack of training | Nervous, unsure | Ask questions, request training | Clear training, supervisor check-ins |
| Peer pressure | Being rushed by others | Time pressure / stress | Overwhelmed | Speak up, slow down, ask for help | Reasonable workloads |
| Exclusion | Coworkers exclude or dismiss | Disrespect / exclusion | Isolated, discouraged | Talk to supervisor, seek support | Respectful workplace culture |
| Working alone | No immediate support | Isolation | Uneasy, unsafe | Request check-ins | Buddy systems |
| Overload | Work–school conflict | Stress / excessive workload | Overwhelmed | Discuss schedule | Youth-friendly scheduling |
- Wrap-Up (Slides 9-10): Reinforce key messages about psychological safety.
- Slide 9: Use this slide to help students connect everything they learned in this lesson.
- Reinforce that PHS is about feeling respected, supported and able to speak up — and that these feelings directly affect safety at work.
- Remind students that young workers often face unique challenges, and knowing their rights helps them protect both their physical and emotional well‑
- Slide 10: Ensure students know they have many options when they feel they need help. Remind them that they can reach out to a trusted adult at school, at home or in the workplace, and that services like Kids Help Phone are available any time they need confidential support.
- Student Worksheet
- The student worksheet can be completed in class after the scenario activity or assigned as homework. Assigning it as homework may help spark conversations at home, giving parents or guardians an opportunity to learn about PHS in the workplace as well. The worksheet helps students reflect on psychosocial hazards, young worker rights, and safe responses and can be used as a formative assessment to check for understanding.
Resources
- WorkSafeNB: Young Worker Safety: ca/safety-topics/information-for-new-and-younger-workers/
- WorkSafeNB: Psychological health and Safety Consultation Services: WorkSafeNB | Psychological health and safety consultation services
- CCOHS Young Workers Zone – Mental Health at Work: ca/youngworkers/mental-health-at-work
- CCOHS Psychological Health and Safety Fact Sheets: ca/oshanswers/psychosocial/phs
- For educators interested in learning about the National Standard for Psychological Health and Safety in the Workplace: CAN/CSA-Z1003-13/BNQ 9700-803/2013 (R2022) | Codes & Standards | Product | CSA Group
Acknowledgements
Thank you for using this resource with your students. If you require further support in the delivery of this lesson, contact Jessica MacDonald, Health and Safety Consultant for WorkSafeNB: jessica.macdonald@ws-ts.nb.ca
