We’ve had a lot of great feedback from our post on schools as the next frontier for mental health education.

We all know the problem. Mental disorders represent the most common and disabling condition affecting young people and therefore have major implications for students and for schools. In short, mental health problems affect a student’s emotional well-being, their ability to learn, are a factor in why some students drop out of school.

But too often we focus on the problems instead of the solutions. In a recent article entitled “Mental health in schools: how teachers have the power to make a difference” for Health and Learning Magazine, Dr. Kutcher, Leigh Meldrum and I outlined a three-pronged approach to address mental health problems in schools. Here’s an excerpt:

Schools can be an important location for mental health promotion, early identification and intervention, combating stigma associated with mental illness and possibly providing interventions and ongoing care. But as a teacher, what can you do to make a difference in the mental well being of your students? The answer is not always easy, and requires cooperation at all levels of the education system and a positive collaboration with health care providers.

Using the classroom for stigma reduction

One of the largest obstacles facing youth with mental illness is the associated social stigma against people living with a mental disorder. While the scientific understanding and treatment of mental disorders, as well as the awareness of the importance of mental health in all aspects of life, has advanced considerably in the past decade, the public’s perception about people with mental illness has been much slower to change.

In the classroom, stigma associated with mental illness can affect how teachers, classmates, and peers treat the student living with a mental disorder. School-based anti-stigma activities present an opportunity to enhance understanding of mental illness and improve attitudes towards people living with mental illness. Furthermore, school-based anti-stigma activities reach people on all social levels, from teachers, principals and administrators to parents and community members to most importantly, the students themselves.

Identify and intervene!

Early identification and effective intervention for youth with mental disorders is critical. If left untreated, the symptoms of a mental illness may increase in severity, and its effects may become more serious and potentially life threatening. Educators and school personnel are in an ideal position to recognize behavioural or emotional changes, which may be symptomatic of the onset of mental illness.

By providing training related to youth mental health and mental disorders in young people that is specific to educators we will be better equipped to protect and promote the mental health of our youth. Educator-specific programs, such as Understanding Adolescent Depression and Suicide Education Training Program, addresses the signs and symptoms of depression, as well as risk factors for suicide, methods of identification and appropriate referral of high-risk youth. The basis of this innovative Canadian program is supported by documented evidence of effectiveness and has been demonstrated to improve mental health literacy in educators and health professionals.

School curriculum meets mental health promotion

A potential starting point for the integration of mental health care into existing school health systems is through the implementation of a gatekeeper model. A gatekeeper model provides training to teachers and student services personnel (such as social workers, guidance counseling, school psychologists) in the identification and support of young people at risk for or living with a mental disorder. It also links education professionals with health providers to allow for more detailed assessment and intervention when needed.

Schools can also address students’ mental health through the implementation of mental health promotion strategies through innovative curriculum initiatives. Improving mental health literacy through curriculum development and application could enhance knowledge and change attitudes in students and teachers alike, and embedding mental health as a component of health promoting activities could enhance mental health while decreasing stigma associated with mental disorders. Two examples of recently developed Canadian mental health curriculum for schools are: Healthy Minds, Healthy Body (Province of Nova Scotia) and the Secondary School Mental Health Curriculum (Canadian Mental Health Association).

Read the full article online in the May 2009 issue of Health and Learning.

~ David Venn

FOR IMMEDIATE RELEASE July 30, 2009

As millions of college students graduate college this year, mtvU, MTV’s 24-hour college network and The Associated Press today revealed the results of a new poll examining the emotional health of college students as they face a global recession and a receding job market, finding that more than half of college seniors are worried they won’t be able to secure a job after graduation.

The study finds that although financial pressures are a major source of daily stress, they do not surpass worries about academic performance. The economy has definitely taken a toll with concerns about finding a job ranking high among stressors, and intensified struggles reported by the almost one in five students whose parents have experienced job loss. Additionally, an alarming number of college students are struggling with mental health issues, but many are not actively seeking out the help that they need. Despite all of this, young people are generally happier than they were last year, are adapting to their environment by switching their majors, going to graduate school or making other proactive changes in their lives, and maintain positive attitudes about the value of their college experience.

The mtvU and Associated Press study follows a month of on-air and online mtvU programming exploring how college students are impacted by increasing financial pressures as part of mtvU and The Jed Foundation’s ongoing “Half of Us” campaign. A similar study examining the impact of stress, mental health struggles, the economy, and other issues facing college students was conducted in 2008 by mtvU / AP in conjunction with “Half of Us.”

Detailed findings from the 2009 study include:

STRESS ON CAMPUS

With 85 percent of students reporting that they experience stress on a daily basis, up from 80 percent last year, it’s clear that stress is a prevalent factor on college campuses today. However, even in light of larger national issues, academic concerns like school work and grades, with 77 percent and 74 percent respectively, maintain their positions as the top drivers of student stress. Financial woes followed close behind, with 67 percent stating that money matters accounted for a lot or some of their daily stress.

In the face of stress and uncertainty, 82 percent maintain positive attitudes surrounding their college education, feeling that it has been worth the time and financial investment.

At the same time, the study shows that stress is taking a serious toll on the everyday lives of college students, affecting them academically and socially:

• Six out of 10 students report having felt so stressed they couldn’t get their work done on one or more occasions.
• 53 percent of students report feeling so stressed they didn’t want to hang out with friends on one or more occasions.

DEPRESSION, SUICIDAL THOUGHTS AND GENERAL MENTAL HEALTH

The mtvU/AP polls from 2008 and 2009 confirm that mental health struggles are common among the college audience and continued efforts are needed to educate students on avenues for seeking support. When stress becomes excessive and impacts a student’s ability to function, it can have severe consequences, especially for students with a mental health condition. Low energy levels, sleep troubles and appetite issues are among the most common indicators of emotional health problems experienced by students, and nearly one out of every 10 students are reporting signs of moderate to severe depression, and an alarming number of students have reached crisis mode:

• 17 percent of students overall report that their friends have talked about wanting to end their lives.
• 10 percent report having a friend who has made a suicide attempt.
• Seven percent report that they have seriously thought about ending their own lives in the past year.

84 percent of students know where they would go for help if they were coping with emotional distress, with 77 percent turning to friends and 67 percent reaching out to their parents for help. Only half of students report that they are familiar with counseling resources available on their campus, and even fewer students actively seek them out. Among students reporting symptoms of moderate to severe depression, 47 percent of state that they are not familiar with the counseling resources available on their campuses, and only 32 percent received any support or treatment from a counselor or mental health professional since beginning college.

Additional findings from this poll can be found at http://www.halfofus.com/press.aspx.

Promoting student health and well-being in school has long been a component of education. Traditionally, varsity athletics, school intramural sports programs and gym classes have stressed the importance of staying physically healthy through exercise. More recently, school-based sexual education programs have informed young people about the importance of sexual health, exposing students to issues of contraception use, gender identity, reproductive rights, and sexual behaviour. Nutrition has also made headway, with some schools banning high-caffeine/energy drinks and introducing healthier eating options into school cafeterias. But despite these advances, mental health – a fundamental part of student health and well-being – still remains largely absent from the education agenda.

According to the World Health Organization, mental disorders are the single largest health problem affecting young people. In Canada, approximately 15 to 20 percent of children and adolescents suffer from some form of mental disorder; which translates to one in five students in the “average” classroom. Furthermore, most major mental disorders onset prior to the age of twenty-five, making adolescence a critical time for the prevention and treatment of mental health problems.

Mental disorders can lead to serious consequences if untreated. They may impede a student’s emotional well-being and social development, leaving young people feeling socially isolated, stigmatized and unhappy. Mental disorders may also present significant barriers to learning. For example, students with mental disorders may have difficulty meeting academic standards or reaching their academic potential. These barriers can be so difficult to overcome that they may lead to chronic absenteeism or even school drop-out.

Early and effective treatment of mental health problems can substantially improve emotional and behavioural difficulties, thus reducing the number of days of school missed and reducing instances of contact with law enforcement. Treatment can also lead to improved social and behavioural adjustment, school performance, and enhanced learning outcomes. The earlier that mental health problems are addressed through appropriate effective interventions, the more likely that beneficial effects will be achieved in both the short and long term.

For all of these reasons, addressing the mental health of young people should be a priority for schools.

(Excerpt from “Mental Health: The Next Frontier of Health Education”, Education Canada, Spring 2009 - by Dr. Stan Kutcher, David Venn, Magdalena Szumilas)

Excerpt from the latest issue of Canadian Psychiatry Aujourd’hui:

Mental health problems are the single most disabling health disorder affecting young people, according to the World Health Organization. In fact, about 15 to 20 per cent of children and adolescents in Canada are suffering from some form of mental disorder.

The adolescent years are thus a critical window in which mental health can be promoted and problems can be addressed in a manner that will improve mental health and de-stigmatize mental illness.

Within the “average” classroom, three to four students will suffer from some form of mental disorder, making schools an ideal place to address mental health promotion, introduce targeted mental health interventions and stigma reduction, as well as address the linkage between mental disorders and learning.

Many schools, particularly at the post-secondary level, are trying their best to help their students recognize and address problems. Early identification of mental health issues is an important first step. If left untreated, they can affect student success in three major ways.

First, mental disorders affect the emotional well-being of students. If left untreated, they can hinder a young person’s social development, leaving them feeling isolated, stigmatized and unhappy. To deal with these problems, some may turn to socially or personally inappropriate methods of coping, such as violence, drugs or alchohol. Mental disorders may also impact a young person’s capacity to develop and keep a strong and supportive peer network, including positive relationships with adults.

Second, mental disorders may present considerable barriers to learning since most mental illnesses are characterized by unique learning challenges. Studies have shown that poor social-emotional functioning and difficulty meeting academic standards are two common obstacles for students with mental disorders. Some illnesses, such as learning disabilities and attention deficit disorder, present distinct challenges to successful learning. These problems can then continue as young people transition to the workplace, thus decreasing the likelihood of vocational success.

And third, mental disorders are a factor in why some students drop out of school. About 15 per cent of youth attending post-secondary school drop out before finishing their program (Statistics Canada, 2004). Students cite many reasons for dropping out of school, but near the top of the list are reasons relating to their mental health. Sadly, many of these dropouts could be prevented with early and effective interventions.

When you combine these issues with all of the other social and academic pressures facing young people, it is no wonder that some students find the transition from secondary school to college or university to be difficult.

The transition into a new educational and social environment can create stress that some students are ill-equipped to manage. Moreover, the period between the ages of 18 and 25 is the time when many mental disorders, such as depression, psychosis and anxiety disorders, first present. All of these factors (and others) can affect the transition to college or university for some students.

So what can be done?

Read the rest of the article on Canadian Psychiatry Aujourd’hui

More info:
Teenmentalhealth.org - Transitions: Student Reality Check
University Affairs article
Collegiate mental health gets a better exam

Check out this opportunity from the Jed Foundation, which works nationally to reduce the rate of suicide and the prevalence of emotional distress among college and university students.

Jerry Greenspan Student Voice of Mental Health Award

The Jerry Greenspan Student Voice of Mental Health Award was established to honor a student who is reducing stigma around mental illness, raising awareness of mental health problems on campus, or encouraging help-seeking among his or her peers.

The student selected for this award will receive:

• $2,000 cash scholarship
• Recognition through The Jed Foundation’s website and events
• Trip to New York to attend The Jed Foundation’s annual gala in June 2009
• An opportunity to appear on MTVU**

This award is designed to encourage dialogue about mental health on campuses and reduction of stigma around emotional disorders, and to raise visibility of the amazing people who are tackling these issues at schools across the country. This year, award applicants are asked to submit a video about their work. The winning video and other notable video submissions will be shared across our social networking platforms to further encourage action and dialogue around mental health awareness.

REQUIREMENTS
We are accepting video submissions that highlight a student’s efforts and activities in raising awareness around mental health. The videos can focus on a range of topics including depression, bipolar disorder, anxiety disorders, self-injury, eating disorders, suicide or other mental health issues.

The video should demonstrate how the applicant is:

• Creating and/or leading campus programs or events that decrease stigma or encourage help-seeking,
• Sharing a personal story about dealing with a mental health issue or helping a friend with an emotional problem, or
• Working to improve campus policies, programs and services

Entries will be judged on the merits of the student’s efforts, and on the creative use of the video format. Videos can be submitted electronically or by mail in a DVD format and should be no longer than 5 minutes in length.

The judging panel will include a mental health expert, a television/film professional, a campus professional and individuals with a personal connection to mental health or suicide.

Click here for more info about the application process.

There is no health without brain health. A healthy functioning brain is the foundation for all successful learning, social, civic and economic development. The school environment is an important component of healthy brain development. Just as schools are locations in which physical health can be encouraged and improved, so are they locations in which brain health can be encouraged and improved.

How and when a young person’s brain develops affects how they learn. An understanding of how a young person’s brain functions may help us better create brain-healthy environments and educational approaches that can enhance learning outcomes.

The human brain is the most complex entity in the universe. It has more connections than there are stars in the Milky Way. It is the organ of adaptation and of civilization. What we are, what we think and what we do, as individuals and as a human species are the outcomes of how our brains work. That in turn is influenced by a variety of other factors including our genetic endowment, the way our brains naturally develop over time, and the impact of the environment on the way our brains develop and on how they work.

The adolescent years (puberty to about age 25) are characterized by a second major period of brain development (the first is during the early years of development). New brain connections are developed, old connections are pruned, and complex systems that guide emotional integration, motivation, craving-induced behaviors and the capacity for good executive functioning (impulse control; problem solving; empathic/cognitive integration; etc.) come online.

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