Mental Health in Students

(Middle/High School)

aige Maroney
SED464 T/TH
What Kind of Mental Illnesses Do Students
Have?
2019, American Psychology Association
● Mood-related (depression, bi-polar)
● Anxiety-related (phobias, panic,
generalised anxiety, post-traumatic stress
disorder, obsessive-compulsive) Born in ‘97 to ‘02
● Adjustment-related (e.g. following a
stressful change)
● Development-related (e.g. attention deficit
hyperactivity disorder, attention deficit
disorder, Asperger's Syndrome, learning
disability)
● Eating (anorexia nervosa, bulimia)
● Psychoses (early psychosis, schizophrenia)
● Substance-related (alcohol, drug, toxin)
● Impulse control (gambling, conduct)
55% of students reported that they do
● Dissociative and cognitive-related
not have excellent or very good mental
● Sleep-related health
 Academic Functions
●
Affected
Poor concentration when
studying or in class
● 'stressing out'
● Not always able to 'keep
● Difficulty maintaining motivation it together' and stick to
● Not having enough confidence as goals
a student ● Difficulty meeting
● Not remembering things well deadlines
enough
● Being very anxious about exams
lower attendance
● Not being able to communicate
very well
● Structuring and writing essays
● Not feeling safe and comfortable
on campus
● Relating to other students or staff
Effects of Mental Illnesses
Short-Term
● Planning and organization
Long-Term
● Delayed or incomplete
Effects
● Concentration and consciousness (e.g. sleepiness,
difficulty focussing) Effects
learning
● Re-enrolment
● Cognition (thinking, memory)
● Perception (e.g. blurred vision, hearing voices, altered ● Feeling of frustration or
perception of reality) distress
● Emotions (fear, sadness, anger, panic, distress, etc.) ● Low self-esteem
● Psychological functions (insight, self-esteem, ● Social difficulties
motivation, resilience to stress, judgement)
● Dropping out
● Behaviour (e.g. overactive, repetitive, self-harming)
● Interacting with others (e.g. avoiding, misunderstanding,
vulnerable)
● Physiology/body (e.g. restlessness, low stamina)
Possible ●
●
counsellor
disability support staff
● Get the best treatment you Supportive
Solutions
can (including medication if
necessary) Help Ideas
●
●
learning skills advisor
an understanding course
coordinator
● Make the most of support ● an understanding teacher
from friends or family ● a peer support program
● Consider disclosing your
mental health impairment to ● waiving attendance requirements
disability support staff or a ● extended course completion time/examination
counsellor time or sitting exam in alternative location
● note taking or taping of lectures
● Consider making a request
● additional subject tutoring
for accommodations or ● skills training, e.g. study skills, time
special consideration management, problem solving, memory
● Teacher education/training in
Different Accomodation
mental health
● assistance with application and selection
processes
Ideas ● class rules and administrative variations (e.g.
more frequent breaks, priority queuing)
Adding Teacher Training/Education in Mental
Health
● Teachers stated that they had “increased confidence in providing help to
students” after receiving proper training (Jorm, 2010)
● Students that were having mental health problems “reported receiving more
mental health information from school staff” than anyone else (Jorm, 2010)
● “Mental Health First Aid training has positive effects on teachers’ mental health
knowledge, attitudes, confidence and some aspects of their behavior.” (Jorm,
2010)
● Multiple studies have been done to implement ways to handle students with
effects from mental illnesses and the “students in intervention classrooms had
higher levels of social and emotional competence by the end of the year than
students in control classrooms” (Reinke, 2014)
Teacher Mental Health Training
Consisted of: commenting, and ● Mental Health First Aid
● Praising, descriptive
supporting (MHFA)
● mENTAL HEALTH &
● Promoting collaboration between teachers
SCHOOL
and parents CURRICULUM
● Using individual and group incentives to ● ADOLESCENT BRAIN
motivate children DEVELOPMENT
● Promoting parent involvement and ● MENTAL HEALTH 101
empowerment
● Proactive teaching x Promoting positive
relationships
● Decreasing disruptive behaviors
● Managing teacher stress
● Problem Solving
 References
Andrews, J., & McLean, P. (1999). Mental Health Issues on Campus: A Resource Kit for Students. NCVER Ltd, National Centre for
Vocational Education Research, 252 Kensingston Rd., Leabrook, South Australia 5068, PO Box 115, Kensington Park, SA
5068;.

Brown, D. F., & Knowles, T. (2014). What every middle school teacher should know. Portsmouth, NH: Heinemann.

Divecha, D. (2019, May 09). Our Teens Are More Stressed Than Ever: Why, and What Can You Do About It? from
https://www.developmentalscience.com/blog/2019/5/7/our-teens-are-more-stressed-than-ever

Jorm, A. F., Kitchener, B. A., Sawyer, M. G., Scales, H., & Cvetkovski, S. (2010). Mental health first aid training for high school
teachers: A cluster randomized trial. BMC Psychiatry, 10, 12. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1186/1471-244X-10-51

Reinke, W. M., Herman, K. C., & Dong, N. (2014). The Incredible Year Teacher Classroom Management Program: Initial Findings
from a Group Randomized Control Trial. ().Society for Research on Educational Effectiveness, 2040 Sheridan Road, Evanston,
IL 60208. Retrieved from ERIC
http://login.ezproxy1.lib.asu.edu/login?url=https://www-proquest-com.ezproxy1.lib.asu.edu/docview/1773216312?accountid=4
485

Steinberg, L. D. (2015). Age of opportunity. Boston: Mariner Books.