This essay was first published in the 2020 edition of Voices and uses MLA documentation.

HOW OFTEN DO YOU TURN on the news and hear about a tragic event that is linked to someone having a mental illness? It seems that almost every time you switch on the TV there is news covering a heartbreaking story often due to an individual suffering from poor mental health. What if we could take steps to prevent some of these difficulties and tragedies from occurring? What if we could help improve mental health to decrease the chance of individuals performing hurtful actions? How could we do this? The answer lies in part in our schools. Schools should be required to include mental health education in their curricula. Through the use of sound evidence, research and examples, this paper highlights the seriousness of the mental health crisis among children and youth in the United States. In addition, it will offer solutions schools should implement, which will teach children strategies to cope with various mental health challenges. Specifically, it shows that through a combined effort between teachers, mental health professionals, and parents, students’ mental health can be improved, thus leaving students better prepared for their futures and more capable of making a positive impact on their communities.

The World Health Organization (WHO) defines mental health as “a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community” (IBIS). So, do American children really struggle with mental health? One in five American children and youth between the ages of three and 17, have a diagnosable mental, emotional, or behavioral disorder (Snow and McFadden). To make matters worse, 80% of those children are not receiving the treatment that they need (ACMH). Mental health challenges are also beginning to occur earlier and earlier in children. Research done by the Child Mind Institute shows that about half of all mental illnesses begin before the age of 14 (Walker). Poor mental health can have numerous negative effects on children. Not only does it affect their success in school, but it also affects their ability to function at home and in the community. Children who experience mental illnesses also have a greater risk for adult onset chronic heart disease, cancer, and diabetes, as well as increased likelihood of involvement in the criminal justice system (Dryden-Edwards). There is a mental health crisis among children in the United States, and we need to take action now to decrease the number of youth who struggle with mental health. The World Health Organization states, “there is no health without mental health” (World Health Organization). If our children and youth are not mentally healthy, they are not physically healthy and their abilities to positively influence and impact our society is impaired. However, if we start now, we can act to prepare our children to successfully face the mental health challenges that they will encounter.

Because school is where children are educated and spend the greater part of their day, it is logical that school is where we should educate children about mental health. Currently, only nine states have legislation that requires their schools to include mental health education in their curricula, and about 20 states list mental health education in their standards (Lubell and Snow). However, just listing mental health in their standards is not enough. Standards are not requirements, and schools are not necessarily held accountable if they do not adequately teach mental health education in their classrooms. The remaining states don’t have legislation or list mental health education in their standards. Curriculum improving student mental health should be a priority in every state.

This mental health education can be taught in the classroom in a variety of ways. One of the ways is through direct instruction where the teacher provides information about specific mental health disorders. Part of this instruction would be to have class discussions where ideas and input are gathered. For example, a teacher could ask how many students have ever felt stressed, then proceed by the students offering input about how they feel when they are stressed. This type of discussion can help the teacher better understand how the students are feeling, as well as help classmates recognize people feel stress and it is normal to feel that way sometimes. Discussions can also help students get various ideas for how they can deal with stress effectively.   It is important to note that the goal of the curriculum is not to teach elementary- and middle school-aged children about severe mental illnesses. Rather, its focus is on teaching children about the illnesses and challenges most commonly experienced by individuals in their age group, such as stress, anxiety, depression, and grief (CDC).

Openly talking about and discussing the mental health challenges students are experiencing can help reduce the stigma associated with mental health. Many people become embarrassed or ashamed if they feel they need to attend counseling or therapy. Often, people place a negative stigma on others if they know they have seen a therapist. But, going to see a counselor or therapist when an individual is feeling sad or overwhelmed, should be as normal as going to the doctor when they have the flu. Children should be taught that if they feel like something is wrong or not normal, it is okay to talk to someone, and they need to talk to someone (Mental Health America). By discussing mental health, children can recognize many people struggle with stress, anxiety, depression, and grief, and if they themselves are struggling with a mental health challenge, they are not alone.

Another way that mental health education can be taught in schools is by teaching children coping strategies. These strategies can be implemented at various times throughout the entire day. The previously mentioned classroom discussions assist the teacher in being more aware of the mental health needs of their students. These discussions would allow them to incorporate strategies throughout the day to help students cope with mental health challenges. In fact, research shows that mental health interventions that are integrated into the regular curriculum are the most effective (Hinton). The implementation of these strategies could be something as simple as leading the class in relaxation and breathing exercises before a test to help reduce testing anxiety. Research shows that physical exercise is another strategy that can be used to combat a variety of mental illnesses (Dryden-Edwards). One way that teachers can incorporate this strategy in their classroom is to have students do something simple and easy, such as jumping jacks. By teaching students simple strategies while they are young, students are provided with tools they can use to cope with mental health challenges they may encounter later in life.

In July 2018, New York became the first state to require mental health education for students through the School Mental Health (SMH) program (Barile). Since the implementation of the SMH program, schools in New York have seen great success. In Merrick, New York at Chatterton School, discussions about mental health are very common. Teachers lead discussions about mental health with their students, and together they come up with ideas on how to deal with certain mental health challenges, such as stress and anxiety. The class also participates in simple strategies, such as relaxation and breathing exercises (Lubell and Snow). The students understand the importance of learning about mental health as well as learning strategies to cope with challenges. In an interview, one student said, “[W]hen you encounter it, you need to know what it is…if you didn’t know how to deal with stress, you would just be stressed out all the time” (qtd. in Lubell and Snow). Andrea McCabe, a teacher at Chatterton School, said the program is making a difference and also pointed out that talking about mental health helps the students recognize that they are not alone. She said, “Often, it’s like the elephant in a room. It’s something that they feel like, ‘Oh, it’s only me,’” she added, “Letting them know that they’re not alone, and it is something that unfortunately exists, is so important.” (qtd. in Lubell and Snow). Schools in New York have implemented programs to help improve mental health among their students, and it is working. Students are becoming more educated about common mental illnesses. They are learning strategies that they can use to deal with mental health challenges, as well as recognizing that many people struggle with mental illness and it is important to talk about it and get help when needed.

Mental health diseases are the most common diseases of childhood. It is estimated that more children have a mental health disorder than all the children with cancer, AIDS, or diabetes combined (Child Mind Institute). In contrast to these diseases, mental illnesses can be treated! Unfortunately, many children do not have access to the treatment they need. Amanda Sanchez, the leader of a study at Florida International University, found that mental health services provided by teachers and school staff can significantly reduce mental health problems experienced by elementary-age students. Sanchez noted that there are several reasons why students are not able to receive mental health care. She said, “Many families face barriers to traditional mental health services in a clinic setting—these barriers can include issues related to cost, transportation, or stigma” (Hinton). Staffing qualified psychologists in schools can help ensure that students have access to treatment. It is estimated that the current ratio of school psychologists to students is one for every 1,482 students. This is not adequate! The mental health care resources available to children at school are extremely limited. By staffing qualified psychologists, schools will be able to provide students with mental health care services when they need them.

A possible concern with implementing mental health education in schools is that teachers already struggle to teach current curriculums, and adding one more element for them to teach would be extremely overwhelming (Hinton). A variety of factors may contribute to overloaded teachers. Many teachers reported feeling overwhelmed due to factors such as bad behavior in classrooms, high emphasis on standardized test scores, and having to spend much time in trainings and meetings (“Top 3 Causes of Teacher Stress”). This is a reasonable concern, as research shows that 46% of teachers reported feeling high levels of stress on a daily basis (Turner). Overwhelmed and stressed teachers can prove to be very problematic because when teachers are stressed, it can negatively affect the performance of their students (“Top 3 Causes of Teacher Stress”). However, one way that this concern could be combatted is by sharing the responsibility of mental health improvement between teachers, psychologists, and parents. Having qualified psychologists at school provides an additional resource for teachers to turn to for help and advice in addressing the mental health needs of their students. Schools could also hold workshops for parents to provide information on how to recognize if their child is struggling with a mental health disorder and ways to help them, as well as provide information about the resources available to students. By partnering with parents and school psychologists, the demands of helping students with mental health on teachers can be reduced.

Another possible concern with requiring mental health education in schools is that hiring qualified psychologists to help in addressing mental health challenges among youth, as well as training teachers, will be very costly and schools just don’t have the funding to provide these resources (Dikel). Funding is a reasonable concern because staffing a psychologist is expensive and training teachers would also cost schools money. Research shows that schools have a desire to provide mental health services to their students but report not being able to do so because of a lack of funding (Hansen). However, grants and federal aid goes unclaimed each year that could potentially be used by schools to fund mental health programs. Regardless, it is clear that many students in America are struggling with mental illnesses, and if we want to improve their mental health, we should not let cost be the driving force.

An example of federal aid that could be used by schools to improve mental health is the Teacher and Student Success Act (TSSA). The TSSA was signed into law in April 2019 and provides a way for millions of dollars to be sent directly to Utah schools towards improving student achievement (Cortez). This funding can be allocated towards whatever the individual school feels would be most beneficial for its students. Sunrise Elementary, a local school in Cache County School District, received funding via TSSA. After much discussion with parents and teachers, the school decided that the received funding needed to go towards improving student mental health. Derek Beer, the principal of Sunrise Elementary said, “We had a part-time counselor, but the thing is, students don’t just have issues every other day. We were lacking” (qtd. in Pace). The school has used some of the received funding to hire a full-time counselor to address students’ mental health concerns. The counselor currently meets with 105 students individually. Of those 105 students, 75 were self-referrals. Beer said, “This has been such a great thing at our school” (qtd. in Pace). It has only been about four months since these changes were made, and already the school has seen great success. This example shows that there is funding available to schools if they make an effort to receive access to it. Additionally, it shows that there are many students who suffer from mental health challenges, many of whom recognize it themselves. When schools use funding to provide students with the proper mental health care resources, they are able to receive the support they need.

Theresa Nguyen, the vice president of policy and programs at Mental Health America said, “We can’t wait until a student is at a crisis state. Like diabetes or cancer, you should never wait until stage 4 to intervene” (qtd. in Walker). It is so important that we act now to combat the mental health crisis facing children and youth. Just as we educate children in English, writing, math, and science, we need to educate them in mental health. As we do, they will become equipped with knowledge and skills and be more prepared to deal with mental health challenges now and in their futures. Even if some students don’t struggle with a mental illness currently, statistics show there is a good chance that at some point in their lives either they themselves will experience a mental health challenge or someone close to them will. Due to the seriousness of the current mental health crisis facing our children, schools should be required to include mental health education in their curriculums. Discussions about mental health and the teaching of coping strategies can assist students in overcoming mental health challenges they may encounter. Through a combined effort between teachers, parents, and mental health professionals, students’ mental health can be improved, leaving students better prepared for their futures and more capable of making a positive impact on their communities.

Works Cited

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Barile, Nancy. “The Importance of Mental Health Awareness in Schools.” Hey Teach! 24 Oct. 2018, www.wgu.edu/heyteach/article/importance-mental-health-awareness-schools1810.html.

CDC. “Behavioral Health Services in Utah.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 12 Mar.2019, www.cdc.gov/childrensmentalhealth/stateprofiles-providers/utah/index.html.

Child Mind Institute. “What’s the Tie between Mental Health and Juvenile Justice?” Speak Up for Kids Mental Health Report, childmind.org/2015-childrens-mental-health-report/.

Cortez, Marjorie. “Utah House Gives Final Passage to Teacher and Student Success Act.” Deseret News, Deseret News, 8 Mar. 2019, www.deseret.com/2019/3/7/20667767/Utah-house-gives-final-passage-to-teacher-and-student-success-act.

Dikel, William. “Providing Mental Health Services in Public Schools: What Educators Need to Know.” William Dikel, M.D., www.williamdikel.com/providing-mental-health-services-in-public-schools-what-educators-need-to-know.html.

Dryden-Edwards, Roxanne. “Mental Illness in Children: Signs, Types, & Causes.” MedicineNet, 6 Sept. 2018. www.medicinenet.com/mental_illness_in_children/article.htm#what_are_causes_and_risk_factors_for_mental_illness_in_children.

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Lubell, Bernie, and Kate Snow. “As More Kids Struggle, Many States Now Require Mental Health Education in Schools.” TODAY.com, 18 Sept. 2019, www.today.com/health/today-analysis-more-states-requiring-mental-health-education-law-t162822.

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Turner, Cory. “Teachers Are Stressed, and That Should Stress Us All.” NPR, NPR, 30 Dec. 2016, www.npr.org/sections/ed/2016/12/30/505432203/teachers-are-stressed-and-that-should-stress-us-all.

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