Youth Mental Health in Schools

Today, the mental health of young people has become a pressing issue that requires attention and immediate intervention. Adolescents face numerous pressures, including academic standards, social status, family dynamics, social media influence, and body image concerns. According to the World Health Organization (WHO, 2021), at least one in seven young people experience some form of mental health challenge during their time in the education system, with anxiety, depression, and attention-deficit/hyperactivity disorder (ADHD) being most common. Unfortunately, these issues are often misunderstood and overlooked, leading to more extreme levels of distress, an increase in symptoms, and in some cases, suicidal ideation (Mental Health Commission of Canada, 2023).

Given the significant impact of mental health on a student’s well-being, it is crucial to address this issue from within the education system. Schools are uniquely positioned to offer accessible mental health resources and support, as they play a critical role in shaping both academic performance and emotional development. Academic success and mental health are closely intertwined; promoting one without addressing the other undermines students’ potential (Song & Hu, 2024). When students receive the necessary support, they can thrive mentally and academically, benefiting not only the students themselves but also the schools they attend. While some schools have made significant progress in implementing effective mental health resources, others have continued to overlook the issue. This essay will examine the most effective strategies and resources for addressing mental health issues, while also highlighting areas for improvement. Resources such as mental health education (Rossen & Cowan, 2014), access to trained school counsellors (Reedback, 2021), and restorative approaches have proven beneficial, whereas punishments often worsen students’ well-being (Burton, 2023).

Mental health education is essential for improving youth welfare because it provides individuals with proper information to aid in reducing stigma, empowering students to incorporate coping skills, and allowing for increased awareness, effectively making early intervention possible (Nazari et al., 2024). Embedding mental health into the curriculum will enable students and teachers to navigate and address issues that arise by creating a safe environment to express themselves fully (Lister & Allman, 2023). This approach to education significantly decreases the prevalence of youth mental health crises in and out of the education system.

Stigma concerning mental health can be defined as the unfair treatment or attitude toward someone who shows characteristics of mental health struggles. Stigma usually surfaces due to a lack of understanding and misinformation about people who live with mental illnesses and the illness itself (American Psychiatric Association, n.d.). Many believe that mental illness will cause people to be aggressive, dangerous, and unproductive (Pescosolido et al., 2019). Proper education during critical periods, such as junior high and high school, will deter misinformation and allow people to understand youth with mental health issues more compassionately. Informing youth on signs, symptoms, and importance of mental health can foster a stronger relationship with safe resources. Sheinkhan et al. (2023) demonstrate that stigma is strongly associated with preventing youth from seeking out mental health resources. The authors interviewed youth who had experience with mental health struggles and expressed delaying first contact with providers due to stigma surrounding their condition. Focus group participants stated that they “didn’t realize that those symptoms were related to mental health” and noted that “lack of education on top of the stigma” was part of the reason they did not seek help sooner (Sheinkhan et al., 2023, pg. 4). This article heavily supports the integration of mental health education in schools to reduce stigma and increase knowledge of resources. By implementing mental health topics into the curriculum, schools allow all individuals in the education system to recognize and support those struggling with their mental health.

Educating students with the proper information about mental disorders like anxiety, depression, and stress enables individuals to recognize the signs and symptoms of different disorders and understand how to address them (Center for Disease Control and Prevention (CDC), 2024). During this time in youths’ lives, emotional regulation is still developing during adolescence; external interventions such as medication, journaling, and exercise can significantly aid in managing emotions (Moltrecht, Deighton, Patalay, & Edbrooke-Childs, 2020). When students are aware of available resources, they are less likely to internalize negative emotions and are more inclined to seek healthy outlets for an array of struggles. Teachers will also be able to identify the early signs of a more serious disorder and help guide students to the correct resources (CDC, 2020). Knowledge gained in the education system can not only improve individual well-being but also foster a more accepting and resilient school environment. By prioritizing mental health education, schools can cultivate a more informed, capable, and resilient youth population.

Mental health education in schools reduces stigma and provides both students and teachers with the proper tools to deal with mental health issues; together, they can help to create a safer and more inclusive environment (CDC, 2020). Education on mental health greatly reduces stigma by promoting empathy (Hampson, Watt, Hicks, Bode, Hampson, 2018). Normalizing these challenges makes it easier for students to seek help without fear of judgment, creating a community where everyone feels valued (Goswami & Ghosh, 2024). This inclusivity encourages students to explore more social interaction, such as joining clubs and increased academic performance. Prioritizing youth mental health, schools are creating an environment where students feel safe, accepted, and equipped to navigate the pressures of being a young individual.

Reavley & Jorm (2010) show how early intervention can be improved in higher education settings. They found that early intervention was successful for substance abuse, such as alcohol misuse, but have seen little early intervention with mental illnesses. The success rate for mental health intervention could improve student well-being. Providing students with mental health resources, such as school counsellors, can significantly improve youths’ well-being by creating a safe environment, providing access to necessary resources, and supplying students with safe coping mechanisms. Not only do school counsellors provide immediate resources, but they can also offer long-lasting benefits and ways of managing hardships that individuals can use in the future (Simuforosa & Loveness, 2017). Creating a safe environment in schools for those struggling with mental health concerns is crucial, and school counsellors play a central role in this effort. They offer a confidential, non-judgmental space where students can openly discuss their struggles, which helps reduce stigma and encourages other individuals to seek help through the education system. This positive environment not only addresses mental health needs but also promotes academic success, as students’ mental health and educational success are intertwined. By prioritizing students’ well-being, it allows them to focus and engage with academic endeavours. By strengthening both individual support and community awareness, school counsellors create an atmosphere where students can thrive both mentally and academically (DeSocio & Hootman, 2004).

Teaching students effective and healthy coping mechanisms to manage mental health challenges like anxiety, depression, and stress is crucial. Without proper support, the pressures from peers, academics, and family life can lead to more severe mental health issues. Counsellors provide a safe, non-judgmental environment where students can openly express their struggles, allowing counsellors to offer appropriate strategies that promote long-term mental health benefits. Techniques like meditation, journaling, and talk therapy help students constructively manage their emotions, reducing the risk of harmful behaviour such as substance abuse, self-harm, and violence (Alschuler, 2022). By equipping students with these coping skills, counsellors not only foster emotional resilience but also help students stay focused on their academic work and manage social pressures. These coping strategies have lasting benefits, as they can be used in school and beyond, giving students the foundations they need to navigate and thrive despite recurring challenges.

Often, resources outside schools have a high cost, require appointments, and transportation, which can be especially difficult for youth to navigate (Kourgiantakis et al., 2023). By offering counselling within schools, youth do not have to rely on others to facilitate emotional support, making it easier for students to get care when needed. As well as addressing their mental health issues, it allows students to gain a sense of independence in managing their well-being. When students have a safe, readily available outlet within the school, it contributes to a more holistic approach to their overall success. Students, teachers, and counsellors can work together to accommodate academic and emotional needs. By removing barriers from youths ‘ lives, school counsellors make mental health resources more accessible, reducing distress and promoting better mental health within the education system (Chan et al., 2023).

Punishing students for behaviour linked to mental health issues is a misguided approach that has multiple effects, such as fostering fear and stigma surrounding mental health, negative and unsafe environments, and further damaging the well-being of youth in schools (MQ Mental Health Research, 2023). Unfortunately, schools fall under the illusion that punishing students who are struggling will resolve the issue (Mitchell, 2017). The education system uses many different forms of student punishment, some of which include detention for poor behaviour, decreased grades, and suspension. Punishing students for mental health issues not only harms their well-being but encourages youth to hide symptoms, fueling stigma surrounding mental health. As noted by Redwood (2024), when students face punitive measures or consequences, it allows for behaviours linked to mental illness; these actions can further mental health issues within student populations. The increased stigma discourages individuals from accessing the necessary resources, reinforcing punishment, isolation, and creating negative school environments. The cycle of fear and punishment heightens the mental health crisis, while contributing to students neglecting academic success and mental well-being.

Punishment of students for experiencing mental health symptoms worsens the immediate issues, but it can determine the future success and well-being of youth (Angton et al., 2024). Students who have experience with being punished often delay or completely stop themselves from receiving proper support (Doan et al., 2020). The fear of judgment or past experiences being misunderstood and dismissed frequently sticks with them throughout their lives. This trauma of feeling unsupported during critical years can contribute to chronic mental health issues, making it nearly impossible for individuals to succeed in their careers and relationships. The consequences of punishing students for mental health challenges can have lasting effects throughout their entire lives.

Punitive measures like suspension contribute significantly to the development and worsening of mental health issues in students (Redwood, 2024). Punishing students’ mental health struggles only worsens the issues (Redwood, 2024). Punitive action toward students not only affects their well-being but also encourages youth to disengage from their academic success. When students face punishment instead of support, it initiates a toxic cycle that will be repeated if not interrupted with proper intervention (Redwood, 2024). As academic performance drops, pressure from educators increases, leading to further punishments and deepening the mental health crisis. This cycle not only damages students’ mental health but also undermines their ability to succeed academically.

Punishing students for mental health challenges is not an acceptable approach to solving behaviours associated with mental illness. To ensure the well-being of youth, education systems must shift from punitive measures to more understanding and proactive solutions. By creating a more supportive education environment, schools would encourage youth to flourish and live fulfilling lives. This can be achieved by incorporating mental health education, providing accessible resources, and adjusting academic expectations to meet individual needs. Ultimately, when schools prioritize the mental health of students, they not only improve their well-being but also set youth up for all-around success.

In conclusion, schools play a vital role in providing necessary mental health care and supporting the personal success of young individuals. Compassionate, understanding approaches to mental health should replace punitive measures. Supportive methods, such as integrating mental health education, reducing stigma, and offering accessible resources like support groups and school counsellors, are far more beneficial to overall well-being. By equipping both students and teachers with reliable mental health education, schools create an environment where mental health issues can be detected and addressed positively. Schools that rely on punitive measures worsen the problem by reinforcing stigma and discouraging students from accessing necessary resources. School counsellors play a critical role in ensuring a safe, non-judgmental space where students can thrive, learn healthy coping mechanisms, and reduce stigma surrounding mental health. Providing mental health care supports encourages students’ well-being and academic success. Mental health issues in schools are widespread issues across many nations that highlight the urgency for change in mental health care in the education system.

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