Dealing with mental health issues in
school
Lisa Pedersen discusses the signs of mental health issues in young people, and how to
support those who may be suffering.
In today’s society, with life’s many stresses and pressures, the skill of resiliency is
imperative. Mental health difficulties across the world are increasingly becoming an area of
focus. It has been estimated that 450 million people across the world suffer from a mental
health problem (World Health Organisation, 2001).
”Schools are a reflection of that growing concern. Teachers today are faced with students
with a range of mental health issues. Research suggests that 20% of young people have a
mental health problem (Mental Health Foundation, 2005).
To cope with the changing needs and challenges presented by students, educators need to
be armed with a sound knowledge and understanding about mental health. This will help
educators to:
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know how to identify signs and symptoms and how to respond to potential mental
health issues
be able to adjust expectations and priorities for students with different difficulties
apply appropriate boundaries to protect themselves emotionally, ensuring that
support for the adults working with a child is sought and received. No one should be
working in isolation with a student who is causing concern.
Positive mental health
Students who have positive mental health may have the following characteristics:
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they feel good about themselves and have a sense of their own identity
they have coping skills to deal with conflict or emotional distress
they are not afraid to try new things and are enthusiastic about learning
they maintain good relationships with friends and family
they have a good sense of morals and want to do the right thing.
Students who fail to develop these characteristics often struggle when presented with
conflict and change in their lives. The following are examples of potential difficulties or
challenges young people might face, which consequently make them vulnerable to
developing a mental health issue:
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relationship difficulties in the family
Protecting Children Update, May 2012
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illness, disability or death in the family or among close friends
parents or carers who suffer from mental health issues
financial difficulties within the family
problems with friendships at school or bullying
witnessing or suffering abuse
difficulties with learning.
Types of behaviour presented in the classroom
Students can present a range of behaviours, from the children who cannot contain their
upset and will erupt when they get angry, to those who will crawl into themselves and are
easily overlooked by their teachers. Here is a list of just a few potential behaviours:
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aggressive, violent and/or bullying behaviours
obsessive or addictive behaviour
rude to teacher and members of senior management
lying or stealing
struggling to concentrate or focus
school refusal
appearing to be tired and disinterested
suffering from mood swings
taking lots of toilet breaks and avoid doing work
struggling to cope with emotions
becoming teary often and upset easily
forgetful and disorganised
often complaining that they feel sick or have a headache
soiling
self-harm
constantly seeking attention
failing to maintain good personal hygiene
not responding consistently to rewards and sanctions implemented
extreme changes to behaviour.
How to respond to concerning behaviour
Every case is different and needs consideration when taking any kind of action. What is
important is that staff should always take some sort of action and not ignore behaviours
that may be acting as red flags.
First, ensure that you are familiar with the school policies and follow the agreed action set
out by the school. This will include connecting with a range of staff including the designated
teacher for child protection (DT), SENCO and any other pastoral support staff and/or heads
Protecting Children Update, May 2012
of year. Together you may begin to try to piece together any potential causes for the
behaviour. This may lead to seeking further professional support and/or consultation with
parents or carers.
Before doing any of this, it would be beneficial to communicate with the student concerned.
If you feel highly anxious about approaching the student or feel someone else would be
better suited to talking to the student, discuss this with the relevant colleague and arrange
for someone else to communicate with the student.
When approaching a student you are concerned with, it is important to do the following.
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Talk to them in an area within view of others but not in earshot of any other people.
Tell the student that you are concerned and that you want to help them. It is very
important to say that it is confidential, but that if they tell you something that
suggests that they are in danger or that someone else is in danger, you will have to
tell the child protection teacher in the school.
Use phrases like these:
‘I’ve noticed that you have been [state concerning behaviour]; can you tell me why
you think you have been this way?’
‘How have you been feeling and how long have you been feeling this way?’
‘Is there anything that you are worried about?’
‘Would you like me to see if there is someone you can talk to about how you are
feeling?’
Make eye contact and check your body language is relaxed and open. Make reassuring
gestures like nodding you head when they are talking. Listen to what they have to say and
resist the temptation to finish their sentences or ask leading questions. It is also important
to feedback to them what you have heard them say and validate their feelings; for example,
by saying, ‘it sounds to me like you have been feeling very upset and I can imagine how
difficult this must be for you.’ This will help you build rapport and develop trust with the
student, making them feel safe with you. This is really important to say even if you do not
completely understand or ‘agree’ with how they are feeling. They simply need to feel
supported.
Remember that the student may not tell you anything in your first conversation. Urge them
to talk about it with someone else they trust and remind them that you are available and
that you can arrange to have someone else speak to them, like the school counsellor or a
learning mentor.
Keep notes on what the student tells you, fill in any forms that the school may require from
you and discuss your concerns with the relevant person, such as the DT or head of year.
Protecting Children Update, May 2012
References
Mental Health Foundation (2007). The Fundamental Facts
Mental Health Foundation
Puzzled Out
Very Important Kids
World Health Organisation (2001). Mental Health: New Understanding, New Hope
Young Minds. Why do young minds matter?
Young Minds
Author details
Lisa Pedersen
Protecting Children Update, May 2012