Let's be Real - Mental Health for Young Minds
We equip schools, educators, parents, and young people with the skills to recognise, understand, and respond to mental health challenges - in English and German.
Let's Be Real - Mental Health for Young Minds is a European mental health education provider specialising in whole-community mental health literacy and Youth Mental Health Response training for international schools. The organisation delivers workshops, parent programmes, educator training, and Mental Health First Aid-informed support in English and German to help schools create a shared language for recognising, responding to, and talking about mental health.
What kind of provider we are
Let's Be Real works with international schools to build lasting internal capability in mental health: a shared language across students, staff and parents, and trained adults who know what to do when a young person is struggling. We are a specialist partner in mental health literacy and Youth Mental Health Response, and we measure our success by what your community can still do after we leave.
The point is what your school can do without us. We train your people, hand over the frameworks and tools, and build a refresh cycle so the capability survives staff turnover.
Mental health literacy and Youth Mental Health Response are our only fields. We do not offer unrelated staff training, team building, or generic wellbeing days.
Young people, the adults who teach them, and the adults at home learn the same response steps, so a conversation started in a classroom can continue at home.
Our work is delivered as structured, tiered programmes with a curriculum and a common framework, rather than a single assembly or standalone talk.
Designed around multilingual, mobile, and culturally mixed communities in Germany and across Europe, and delivered in English and German.
Why Let's Be Real
Let's Be Real - Mental Health for Young Minds was founded in 2024 by Jacqueline Klemke and Nick Praulins to give school communities aligned conversations about mental health, and practical strategies to keep them going.
Every young person should be surrounded by adults who can recognise what they are going through, hold the conversation, and know where to go next.
A life coach, systemic family counsellor and a school leader with over twenty years in international education - two perspectives on the same problem.
Our curriculum is independently developed, inspired by Mental Health First Aid, and grounded in WHO adolescent mental health data and peer-reviewed research on literacy and destigmatisation.
Our approach
It's not something you teach to one group. It becomes real when students, educators, and parents share the same language.
A student who can name what they're feeling, but goes home to parents who can't, is still alone. Literacy only works when all three groups share it.
How the whole-community approach worksTwo sides of the same coin
Our Youth Mental Health Response training and our Mental Health Literacy programme are the same coin seen from either side. One builds the courage and the skill to respond; the other builds the understanding and the self-awareness that make responding possible.
Recognising the signs and symptoms of mental health challenges, and having language that makes it ordinary to talk about them. This is where stigma quietly loses its grip: what can be named can be discussed, and what can be discussed can be supported.
Understanding your own brain, identity, and limits, and having practical tools to look after yourself and to ask for help early. Literacy without self-awareness stays theoretical; self-awareness without literacy stays private.
And this applies to young people as much as to the adults around them. A school where students can name what they feel, but staff and parents cannot, has only turned half the coin over.
The evidence
Stigma is one of the most consistently reported barriers stopping young people from asking for help, and literacy is what turns concern into a useful response. That is why we work on the two together. When schools do the same, the trials show knowledge rises, stigmatising attitudes fall, and young people become measurably more willing to seek support.
97 trials
A 2025 review in JAMA Network Open brought together 97 high-quality studies on reducing stigma, covering 43,852 young people aged 10 to 24.
Crockett et al., JAMA Network Open, 2025Knowledge grew most
The biggest change was in what young people knew about mental health. Their attitudes shifted too, and so did the way they behaved towards peers who were struggling.
Crockett et al., JAMA Network Open, 2025More willing to ask
The same review found young people became more open to asking for help, and more likely to say they would - the step that comes just before actually reaching out.
Crockett et al., JAMA Network Open, 202550% by age 14
Half of all mental health conditions start by age 14, yet most are never spotted or treated - which is why the school years are the moment to act.
World Health OrganizationPooling many studies, researchers in Cambridge Prisms: Global Mental Health found that anti-stigma work clearly reduced stigmatising attitudes in young people. Both teaching about mental health and meeting people with lived experience helped.
Song et al., Cambridge Prisms: Global Mental Health, 2023A review of mental health literacy programmes in primary and secondary schools found pupils knew more and judged less afterwards - and several of those gains were still there when pupils were checked again later.
Amado-Rodríguez et al., Children, 2022In the Guide Cymru trial, Year 9 pupils were taught a mental health curriculum by their own teachers. Compared with pupils who were not, they knew noticeably more and held far fewer stigmatising views.
Simkiss et al., BMC Public Health, 2023The SchoolSpace trial with UK secondary students found a school-based programme improved understanding and reduced stigma - a reminder that where a session happens, and how it is run, matters as much as what is taught.
Chisholm et al., BMJ Open, 2016MHFA International oversees the Mental Health First Aid programme now running in more than 25 countries. Evaluations of youth MHFA consistently show trained adults know more, hold fewer stigmatising views, and feel more confident helping a young person. Our Youth Mental Health Response training is inspired by that model and adapted to school roles.
MHFA InternationalThe World Health Organization estimates that around one in seven 10 to 19 year olds lives with a mental health condition, and that half of all conditions begin by age 14. WHO recommends school-based promotion and early identification as a core response - which is exactly the layer schools can own.
WHO, Mental health of adolescentsThe same reviews are honest about the limits: most trials measure short-term change, and long-term follow-up is still thin. That's precisely why we build for sustained, whole-community work rather than one-off assemblies - a single session shifts a survey score, a shared language shifts a school.
Find your pathway
The same shared confidence to respond, four different starting points. Pick the one that describes you and see what the work looks like from there.
You are responsible for a whole community.
You want to help at home, not hand it over.
You are the adult in the room when something surfaces.
You support young people beyond the school gate.
What we offer
Pick one, or combine them into a programme that fits your calendar and your community.
MHFA-informed response training for international schools.
Our MHFA-inspired, independently developed certification in NOTICE, HOLD and LEAD tiers. Developed by us, not an official MHFA England/International course.
Explore Youth Mental Health ResponseAges 9-18, class or year-group sized
Age-appropriate sessions on emotions, stress, help-seeking and supporting a friend - built from our Mental Health Literacy modules.
Explore Mental Health LiteracyParents and carers
An evening session that gives parents the signs to NOTICE, the words to start the conversation, and a clear sense of when to seek help.
Explore the NOTICE parent workshopWhole-school or single phase
A short, structured read on how your community is really doing - anonymous input from students, staff and parents, returned as findings and priorities you can act on.
Enquire about a Wellbeing Pulse CheckHeads, SLT, board and governors
A focused session for the people who set the tone: staff wellbeing, escalation routes, safeguarding overlap, and what good looks like across a school year.
Enquire about a Leadership Wellbeing SessionOutcomes
These four are programme targets, not published results: we agree them with you before we start and then measure them with short pre- and post-programme surveys for students, staff, and parents. Where a claim comes from a published study instead, it is labelled as research and linked to its source.
Confidence
Programme targetStaff and parents report higher confidence in starting a conversation about mental health and staying in it, rather than passing it on straight away.
Measured: self-rated confidence before and after training
Earlier identification
Programme targetTrained staff recognise early signs and raise them through the school's own routes, so support starts before a situation escalates.
Measured: recognition scenarios and referral timing in school records
Help-seeking
Programme targetStudents say they are more willing to speak to an adult or a friend, and can name at least two people and one service they would go to.
Measured: help-seeking intention scales, pre and post
Parent-child talk
Programme targetParents report more frequent and less anxious conversations with their children about feelings, stress, and asking for help.
Measured: parent survey at the workshop and eight weeks later
How we label evidence
Baseline and follow-up data stay with your school. We report the change, not individual answers.
Parents
Unprompted feedback from participants in our workshops - comments, not measured results.
"I see things differently now."
"I know what to say."
"I stopped trying to fix everything."
"My child actually talked to me."
"I feel more confident - and less frightened."
"I came expecting to learn how to recognise signs of mental health difficulties. What I actually took away was a completely different way of talking to my child."
"The biggest change for me was realising that I don't have to have the answer. I just need to stay in the conversation."
"I left with practical language I could use that evening. It didn't feel like another parenting lecture. It felt useful."
Mental health & neurodivergence
Distress looks different
Shutdown, meltdown, school refusal
Masking hides the signs
Copes at school, collapses at home
Overshadowing is real
Treatable anxiety goes unseen
Trusted by
Our work sits inside school communities across Germany and Europe, in English and German.
Primary through secondary, working with teaching staff, pastoral teams and leadership.
PTAs and parent associations hosting evening workshops for families across year groups.
Networks and member organisations, including ECIS, bringing training to their schools.
Our Youth Mental Health Response training is delivered by qualified Youth Mental Health First Aiders. The curriculum itself is independently developed, not MHFA-accredited.
Upcoming workshops
Open sessions you can book directly. In-school dates for Youth Mental Health Response are scheduled around your calendar.
Language: English
An evening for parents and carers: the signs to notice, the words to start the conversation, and when to seek help.
Book the September NOTICE workshopLanguage: English
The same session, running throughout the school year. Pick the date that works for your family.
Book the October NOTICE workshopLanguage: German
Our parent workshop in German, for families who would rather have this conversation in their first language.
See all German NOTICE datesNOTICE (1 day), HOLD (+1 day) and LEAD tiers run on request for schools and organisations, in English or German. Tell us your term dates and we will build the schedule around them.
Next steps
No pitch, no obligation. Twenty minutes to hear what your school is dealing with and tell you honestly whether we are the right fit.
A few lines about your school, the year groups involved, and what prompted you to get in touch.
A short reply with the formats that fit your calendar, indicative timings and costs.
Pick a slot that works for you. You leave the call with a clear recommendation and next steps in writing.
We reply to every enquiry within two working days, Monday to Friday, 9:00-17:00 CET.