May is National Mental Health Awareness Month, so this might be a good time to consider the prevalence of mental health issues and the impact it has on our schools. It is also the right time to think about the role educators play in addressing this important subject.
The more we learn about the neuroscience of learning, the better we understand that mental illness and trauma change the brain, affecting focus and learning. With an estimated 1 in 5 American students living with a mental health condition and 1 in 4 affected by childhood trauma, it is clear that schools are on the front lines of the crisis, poised to influence and support students through these challenges. Since mental illness and the aftermath of trauma can manifest in academic, behavioral, and/or attendance challenges, it is important for school staff to be aware and recognize their potential to impact students.
A Look at the Numbers
In the late 1990s in California, Kaiser-Permanente and the Centers for Disease Control and Prevention studied the link between reported adverse childhood experiences (ACE) and health problems later in life. The study found that individuals who experienced 3 or more categories of ACEs were more likely to suffer social, emotional, and/or cognitive difficulties. These led to risky behavior, health problems, and premature death. Other studies support the finding that the incidence of mental illness increases directly with repeated or multiple ACEs.
According to NEA Today, at least 10 million students aged 13-18 years are dealing with mental illness, including anxiety, depression, ADHD, and bipolar disorder, and 70% of them do not receive adequate treatment. A 2018 survey of U.S. teens found 70% believed anxiety and depression were a major problem for their peers, while an additional 26% said they were a minor problem. Peer pressure, high-stakes testing, and pressure to succeed all contribute to the anxiety students experience.
The Role of School Staff in Supporting Student Mental Health
The data indicates that mental health concerns affect nearly every classroom. And though student mental health issues manifest in different ways, they often affect student success in learning and forming relationships. Trauma also impacts relationships and students’ ability to regulate their behavior, but there are significant supports that long-term substitute teachers can provide in the classroom.
Recognize the warning signs
The National Alliance on Mental Illness estimates an average of 8-10 years between the onset of childhood mental illness symptoms and the initiation of intervention. When trained to recognize warning signs like changes in mood or behavior, difficulty concentrating, and unexplained physical symptoms, teachers are able to refer students for interventions much sooner.
Never diagnose students
While keeping an eye out for potential issues is important, diagnosing a student is never acceptable for any teacher, substitute or not. Consult the school counselor, nurse, or administrator if you notice troubling symptoms.
Get extra support
When teachers partner with mental health professionals, including counselors and social workers, students gain extra support for success. While it varies from school to school, there is always a process in place for substitute teachers to follow.
Build relationships
In order to focus and learn, students must be in control of their emotions. They must feel safe and be able to relate to others. When educators take time to get to know students and nurture trusting relationships, they are better poised to offer meaningful assistance. Working to establish an inclusive classroom environment builds support for all students, and long-term substitutes are in a unique position to do this.
Avoid triggers
Though not possible to anticipate all of the conditions that might trigger stress in students, there are a few rules of thumb. A calm, orderly environment helps students feel safe and secure, as does a predictable routine, including a familiar substitute in the event of teacher absence. Giving warnings ahead of transitions will help students get ready to make a move or change activities.
Give students tools
Providing students tools to improve mood and address anger, anxiety, and fear can help them combat the lingering effects of childhood ACEs. These might include physical objects like stuffed animals and stress balls, but could also involve giving them tools to identify and name the emotions they are feeling.
Practice mindfulness
One important tool that has potential benefits for all students is mindfulness meditation exercises. Simple breathing exercises can help to calm everything from testing anxiety to post-traumatic stress. When practiced regularly, students will have these go-to strategies they can count on in a crisis.
Partner with families
The potential to impact students’ mental health concerns increases exponentially when schools partner with families. When lines of communication are open, there is greater capacity for continuity and follow through. Long-term substitutes are particularly valuable, as they remain in their assignment long enough to build these crucial connections with other school staff, as well as students and their parents.
Though teachers may not know which students need help since mental health manifestations and post-traumatic stress occur on the inside, the most effective and proactive approach is a universal design strategy. This involves making benefits and supports available to every student and allowing them to self-select when needed.
Taking Action for Students
Based on mental health statistics, many school districts are prioritizing training for staff members since understanding its impact is vital to teachers’ daily work in the classroom. Substitutes also need training that helps them to recognize and support students’ needs. Since their relationships with students are more brief and transient, it is important that they learn to take a universal approach.
Starting with good basic training in classroom management, professional substitutes should learn general techniques to support all students. By avoiding triggers and preserving a calm, non-confrontational management style, long-term substitute teachers can be proactive about creating a hospitable and supportive environment. With a pool of substitutes dedicated to the district and its students, they should be included in the same mental health training provided for school staff. This increases continuity and allows substitute teachers to be an integral part of the team providing appropriate support to all students.
Contact ESS for help building a pool of professional substitutes dedicated to recognizing student needs. With good basic training and opportunities to refine their skills, your substitute teachers will provide meaningful support for district mental health initiatives.