As in-person classes return, consider mental health

Recognizing and supporting student mental health in schools matters because mental health problems are common and often develop during adolescence.

Now more than ever, addressing mental health needs in school is critically important.

During normal times, mental health is one of the biggest concerns for our students. The stress and anxiety of the pandemic and the uncertainty that is coupled with these unprecedented times only add to the problem. If our students are expected to adjust to these new norms and be successful, this issue must be addressed immediately and not after they exhibit negative behaviors.

A 2016 study reported that 39% of students were struggling with at least one emotional, behavioral or mental health disorder. Recognizing and supporting student mental health in schools matters because mental health problems are common and often develop during adolescence. They are treatable and early detection and intervention strategies can help improve resilience and educational experiences.

Teachers and parents can help identify these signs of stress in students by looking for any abnormal behaviors. According to Harvard University, some signs include issues concentrating, a deterioration in quality of work, repeated absences, irritability or anger, or negative changes in physical appearance. It is harder for teachers to identify some of these signs remotely, so family involvement and preventative measures are keys to early intervention. In July 2019, the state passed a mandate that students in grades 6 through 12 must receive a minimum of five hours of instruction related to mental and emotional health. This was a great start for implementing mental health education for all students. This proactive instruction provides strategies and techniques to help them manage daily stress, frustration and disappointment, especially during times in which they cannot interact in person with their peers and many are facing additional issues at home.

According to Florida statutes, school districts must have six elements in their mental health plans. These include a multi-tiered system that can assess, diagnose and treat mental health issues. Districts also must have school-based and community-based mental and behavioral health staff. If a student needs mental health services, the school must provide them within 15 days. Finally, districts need to include strategies to help at-risk students and develop an outline for early identification of mental health concerns.

Strategies that can be used in the classroom include assignments that allow students to share how they are feeling.

Teachers can implement these assignments as part of the normal curriculum. For example, teachers can assign a writing project or self portrait that helps determine how a student feels about themselves. Teachers can also try to break classes into small groups or one-on-one sessions that help them get to know students on a more personal level, while assigning independent work to the other students.

Appropriate assignments need to be determined by teachers based on the subject and grade level. The most important part is to ensure each student is screened and those who need extra support receive the necessary services in a timely manner. This means the School Board and school administration must have clear processes in place, communicate these with teachers and parents, and provide a timely response to questions.

In addition to the state requirements, Broward County Public Schools mandates that students take three courses that include lessons in Wellness and Prescription Drug Safety. Further, teachers are required to include 10 minutes of Mindfulness and Social Emotional Learning each day. The school system has partnered with Rethink ED to provide online classes and workshops. It is important for our parents, students and teachers to make use of these resources and to reach out if they are not sure how to access the programs that the BCPS have available.

The biggest challenge is offering services when we are not able to access the students in a face-to-face learning environment. Our district must make every effort to reach out to our families — whether by phone, virtually or in-home visits — to ensure that all students have access to the resources that our district has been funded to provide.