The need for mental health support for students of all ages cannot be overstated. Previously, in the field of education, mental health was often considered separately from academic achievement; yet, these areas are so intertwined, with challenges in one area significantly affecting the other. Dr. Ross Greene (2021) is known for saying, “Kids do well if they can” (p. 11). Meaning, if students are not doing well, there is something preventing this from happening, and that something is not the lack of desire. While Dr. Greene’s work centers more specifically on school-age children, the sentiment and need for mental health support applies to students of all ages, including those in university settings. Everyone in the field of education plays a role in supporting students’ mental health.
Without intending to present a status of doom and gloom, it is necessary to provide some current information on the state of mental health for students of various ages. According to the Child and Adolescent Health Measurement Initiative (2021-2022), 10% of children ages 3-17 have current, diagnosed anxiety, 7% have current, diagnosed behavior disorders, and 4% have current, diagnosed depression. The National Center for Health Statistics (2021-2022) reported that 21% of adolescents ages 12-17 experienced symptoms of anxiety within the last two weeks, and 17% experienced symptoms of depression. These statistics are alarming, and unfortunately, they do not stop when a child graduates from high school and moves into early adulthood.
The American College Health Association (2022) found that 24.9% of undergraduate students described severe psychological distress, and 53.6% indicated loneliness. 34.9% of these students self-reported being diagnosed with anxiety at some point in their lives, and 27% revealed being diagnosed with depression. These students expressed that the top three impediments to their academic performance were stress (43.7%), anxiety (37.3%), and depression (27.5%). To put these statistics in perspective over time for college students, the American Council on Education (2024) showed that symptoms of anxiety have increased by 14% between 2014 and 2023, while symptoms of depression have increased by 20%.
One might look at this data and think of the toll this has on school counselors, social workers, and mental health professionals available for students at these different ages. Reinert et al. (2024) highlighted that currently, in the United States, there is only one mental health provider for every 340 individuals. This number is considered an overestimation as some providers are not accepting new patients and may no longer practice. They also reported that an alarming 56.1% of youth ages 12-17 with major depression did not receive any mental health treatment. The top five reasons for not receiving treatment were reported as:
- Adolescents thought they should have been able to handle their mental health, emotions, or behavior on their own (86.90%)
- They worried about what people would think or say if they got treatment (59.80%)
- They worried that information would not be kept private (57.80%)
- They did not know how or where to get treatment (55.50%)
- They thought no one would care if they got better (53.90%) (Reinert et al., 2024, p. 33)
Mental health challenges significantly affect students’ academic performance, behavior, and relationships, and there are not enough professionals available to meet these needs. This makes it critical for everyone at all levels of education to be informed about this crisis and understand how to help. While not everyone can or should provide the professional support needed by many students, educators can help by normalizing conversations surrounding mental health, building awareness of school and community support, and reducing stigmas associated with these challenges.
All educators need to recognize signs of mental health struggles in their students. For example, when students of any age have difficulty staying on task and seem fidgety, the assumed issue may be attention challenges. Yet, being restless and having difficulty focusing are also signs of anxiety. Physical complaints such as headaches, stomach aches, and nausea can also be symptoms of anxiety and cause students to ask to visit the nurse or doctor more often. Educators could misinterpret these signs as students attempting to avoid work or not really being ill. Signs of depression could also include difficulty concentrating and making decisions, in addition to what may be a more apparent change in mood for a prolonged time period. Becoming irritable, withdrawn, and more sensitive than usual are also common indicators of depression in teens. Changes in eating habits, sleeping habits, weight, and low energy are additional physical symptoms that could indicate depression. These and other signs are essential for educators to be attuned to in working with all ages. For additional resources in this area, The National Institute for Mental Health provides fact sheets in English and Spanish on common mental health concerns relevant to all ages, and they offer free resources for students and educators, such as videos, quizzes, and activity books on mental health topics. The Child Mind Institute also supplies free resources for educators to understand signs of mental health challenges and ideas for how to help.
The previous statistics (Reinert et al., 2024) on why adolescents do not receive help for depression underscores the stigma that is still associated with mental health challenges. Schools and institutions can promote mental health awareness and normalize conversations about mental health with students and faculty to reduce this stigma. Creating bulletin boards to highlight myths and facts about mental health is helpful for all ages, as well as bulletin boards that show what school and community supports are available. Displays that illustrate mental wellness strategies such as breathing techniques and other tips for self-regulation are helpful to have in common areas after students have practiced these strategies with an educator. Resources from Revelations in Education present many strategies for self-regulation, in addition to Focused-Attention Practices that involve breathing techniques. Additional mental health activities for the classroom can be found here that are adaptable for any age.
Educators may feel overwhelmed with how to discuss mental health appropriately and facilitate difficult conversations, but it is imperative to do so. Research from Nasen (2024) recently documented that 38% of adolescents believe talking about mental health is taboo, and only 33% felt comfortable discussing mental health. This is in stark contrast to 48% of the population in general and 63% of individuals over age 75 feeling comfortable with these discussions. Engaging in conversations about mental health reduces associated stigmas, which can negatively impact self-esteem and general health. Schnyder et al. (2018) communicated that stigmas related to mental health challenges is the prominent reason that individuals do not seek help. This is obviously a critical area to address!
One helpful resource is “Resilient Minds: Christ-centered mental health curriculum” from Concordia Publishing House. This is a curriculum available for middle school students and will be available for high school students in the spring of 2025. “Resilient Minds” lays out important topics related to mental health and gives teachers the guidance and activities for how to engage students in these necessary conversations. There are also tips from a licensed psychologist to know when further support may be needed for a student. There are other non-Christian resources available to assist educators with talking with students about mental health and normalizing these conversations. Find one that works with the age range and specific setting of your institution. Time to Talk is based in the UK; however, their site offers free resources to engage in discussions about mental health. Normalizing this topic reduces the stigma of mental health and encourages students experiencing these challenges.
These are a few ways educators can begin to understand and acknowledge the mental health challenges faced by students of all ages and offer universal supports. This does not replace the need some students will have to be under the care of a licensed mental health professional. However, taking steps to identify signs of difficulty, normalize conversations about mental health, and reduce stigmas assists everyone. All educators play a role in this! By fostering supportive environments, educators empower students to not only overcome challenges but also thrive academically, socially, and emotionally.
References
American College Health Association. (2022). American College Health Association-National College Health Assessment III: Undergraduate student reference group executive summary. Silver Spring, MD: American College Health Association.
American Council on Education. (2024). Key mental health in higher education stats. https://www.acenet.edu/Documents/Mental-Health-Higher-Ed-Stats.pdf?
Child and Adolescent Health Measurement Initiative. (2021-2022). National survey of children's health. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). https://childhealthdata.org
Greene, R. W. (2021). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children (6th ed.). Harper Paperbacks.
Nasen. (2024). Young people the least confident to speak about their mental health. https://nasen.org.uk/news/young-people-least-confident-speak-about-their-mental-health
National Center for Health Statistics. (2021-2022). National health interview survey—teen. https://wwwn.cdc.gov/NHISDataQueryTool/NHIS_TEEN/index.html
Reinert, M., Fritze, D., & Nguyen, T. (July 2024). The state of mental health in America 2024. Mental Health America, Alexandria VA.
Schnyder, N., Panczak, R., Groth, N., & Schultze-Lutter, F. (2017). Association between mental health-related stigma and active help-seeking: Systematic review and meta-analysis. British Journal of Psychiatry, 210(4), 261–268. doi:10.1192/bjp.bp.116.189464