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2026 Judging – Walk in Our Shoes

2026 Judging – Walk In Our Shoes

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Dear Judge,

We encourage you to seek personal support if you become troubled by the content of this category. If you experience an emotional crisis, there are people available to help you by calling or texting 988 for the 24/7 Suicide and Crisis Lifeline.

The entry you are judging is a 60-second film in the Walk in Our Shoes Category. This category is only open to middle school students. When you are judging these films, please remember that they were created by young people around the ages of 11 to 14. Students were asked to make a film that looks at the world through someone else’s eyes or shows what it’s like to “walk in the shoes” of someone experiencing a mental health challenge or someone thinking about suicide. It should help people develop compassion for the challenges that others may be facing and show what actions can be taken to help.

At any point if you are experiencing technical difficulties with the website, or have questions regarding the category description, please email dori@youthcreatingchange.org.

In advance, we appreciate your time.

Title: Invisible Battles

Grade: 8

A note from the youth artist about their submission

It starts with Amey stepping into Bryce’s shoes. Everything goes silent and the world feels different. Amey’s head starts hurting as he gets bullied. As Bryce walks away casually in those shoes, Amey realizes Bryce carries that around with him all day. Bryce looking down, feeling sad, and not doing well in his main sport, brings Amey to the conclusion that Bryce could be struggling with a mental health issue, such as depression, anxiety, etc. Amey has a conversation with Bryce and suggests him to the school counsellor. Bryce takes off his hood as he feels that he can open up to the counsellor.

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Judge Name*

Safe Messaging Scoring Measures

We ask our middle school participants to create films about walking in someone else’s shoes and connecting that experience to mental health and/or suicide prevention. The film should help people develop compassion for the challenges that others may be facing and show what actions can be taken to help. Films should send a positive message about mental health, suicide prevention, empathy, the importance of supporting others, or how all of us can play a role in ensuring that young people get the help they need.
Please enter a number from 0 to 30.
2. Does the film avoid content about bullying?*
Films should explicitly be about mental health or suicide prevention, not bullying. Bullying films do not fit this topic area unless they directly link how experiencing bullying affects someone’s mental health; showing a story about someone being bullied and saying “sorry” at the end does not educate viewers on mental health or how to build mental wellness. If the film does deal with bullying, does it connect bullying to mental health?
We want films to be action-oriented and encourage change and support. Consider whether the film is likely to inspire viewers to feel, act, or think differently. What action might someone take after viewing the film that could have a positive impact pertaining to mental health (whether it be their own or someone else’s)?

Examples of actions that films might encourage or demonstrate:
  • Learn where to find support (like hotlines that are available 24/7 such as the 988 Suicide & Crisis Lifeline or the Soluna App).
  • Support someone going through a difficult time.
  • Change the words you use to talk about mental illness.
  • Speak up when others aren’t supportive.
  • Tell a trusted adult when you are worried a friend is thinking about suicide.
  • Start conversations about mental health on campus or with friends to make it easier for others to talk about what they’re feeling and to get support.
  • Don’t wait — reach out for help if you’re struggling or feeling hopeless.
  • Remind someone that they are never a bother.
Note: The above list of examples is not comprehensive. We have also asked our young filmmakers to be creative, so films might not simply state what someone should do; instead, they might show how to take action (either through direct depiction or other, more indirect means).
Please enter a number from 0 to 15.
4. Does the film consistently use appropriate language and safe messaging (where applicable)?*
Please review the safe messaging guidelines below when scoring this question.
  • The film does not include portrayals of suicide deaths or attempts or items that can be used in a suicide attempt: This includes, but is not limited to, a person jumping off a building or bridge, or holding a gun to their head. Portraying actions related to suicide attempts and showing items someone might use for a suicide attempt, even in dramatization, can increase the chances of an attempt by someone who might be thinking about suicide and exposed to the film.
  • The film avoids harmful statistics: Statistics are a complex factor in creating safe mental health and suicide prevention messages, so we recommend that our participants not use them. Films should especially avoid using statistics that make suicide or other negative mental health outcomes seem common or inevitable (which could encourage a young person already thinking about suicide to mistakenly believe that it is a normal and acceptable solution to their problems). Saying something such as “a person dies by suicide every 18 minutes” also takes the focus off of the help available to those who are struggling. Remember, films should be focused on raising awareness around suicide prevention, not just convincing people that suicide is a problem.
  • The film uses appropriate language around suicide and mental health (if applicable):
    • Use “died by suicide” or “took their own life” (do not use committed suicide).
    • Use “attempted suicide.” Suicide and suicide attempts should not be referred to as “successful” or “unsuccessful,” as the concept of “success” (or its lack) does not apply to suicide.
    • Use person-first language when referring to people who are living with mental health challenges. For example, instead of calling someone “mentally ill,” say that they are “experiencing a mental health challenge; or, instead of saying “He is bipolar.” say “He was diagnosed with bipolar disorder.”
    • Films should not use derogatory terms (such as “crazy,” “psycho,” or “insane”) without also communicating that they are not an acceptable way to describe others or talk about mental illness. It is important not to perpetuate the use of stigmatizing labels that could isolate those who are struggling or prevent them from seeking help.
  • The film avoids oversimplification of the causes of suicide, mental illness, and/or the process of recovery: It is okay for films to talk about life problems that may increase a person’s risk of suicide – such as family issues (divorce, abuse) or social issues (bullying, break ups) – as these can possibly contribute to a young person feeling hopeless, engaging in reckless or harmful behaviors, or isolating themselves from others (all of which are warning signs for suicide); however, films should not point to a person’s culture, sexual orientation, gender, or other factors as THE cause of suicide or mental illness. No one thing definitively causes suicide and mental health challenges, and people experiencing suicidal thoughts are often dealing with multiple difficult situations and exhibit warning signs.
    Additionally, it often takes more than “a simple act of kindness” to save a life or to heal from the root causes that contribute to thoughts of suicide or mental illness. For instance, although picking up someone’s books when they fall is a nice metaphor for treating others with empathy and compassion, recovery and suicide are both complicated.
  • The film avoids stereotypes and shows sensitivity to differences: Films should be careful not to reinforce stereotypes of people living with mental health challenges – such as them being dangerous, violent, disabled, homeless, helpless, or personally to blame for their condition(s). It is important not to perpetuate myths and stereotypes in order to create accurate and respectful films (for instance, although popular culture and media often associate mental illness with crime or violence, people living with mental illness are actually more likely to be victims). Additionally, all films should be sensitive to racial, ethnic, religious, sexual orientation, and/or gender differences where applicable, with all individuals and cultures realistically and respectfully depicted.
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