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This website includes an overview of what mental health is and a stance that mental health issues affect children, too. It provides a list of warning signs to look out for in children (or anyone) that may indicate a mental health issue, as well as suggestions for what parents, teachers, and doctors can do to help.

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Children's Mental Health Matters

Just as you can help prevent a child from catching a cold or breaking a bone, you can help prevent a child from having mental health problems. We know what it takes to keep a child physically healthy-nutritious food, exercise, immunizations - but the basics for good mental health aren't always as clear. The first "basic" is to know that children's mental health matters. We need to treat a child's mental health just like we do their physical health, by giving it thought and attention and, when needed, professional help.
Download the Children's Mental Health Matters Factsheet (PDF)
Consequences of Mental Illness May Be Prevented

Although there can be a genetic or biological component to mental illness, and many children live in unsafe environments that put them "at-risk" of developing mental health problems, the consequences of mental illness may often be prevented through early intervention. At the very least, it is possible to delay mental illness and/or lessen symptoms. The best way to promote children's mental health is to build up their strengths, help to "protect" them from risks and give them tools to succeed in life.

Mental Health Promotion

Promoting a child's mental health means helping a child feel secure, relate well with others and foster their growth at home and at school. We do this by helping to build a child's confidence and competence - the foundation of strong self-esteem. This can be achieved by providing a child with a safe and secure home; warmth and love; respect; caring and trusting relationships with family, friends, and adults in the community; opportunities to talk about experiences and feelings; time to play, learn, and succeed; encouragement and praise; and consistent and fair expectations with clear consequences for misbehavior.

Know the signs

If there is concern that a child may be experiencing a mental health problem, it is important for adults to seek help from a doctor or mental health professional. Just like with physical illness, treating mental health problems early may help to prevent a more serious illness from developing in the future. Consider consulting a professional if a child you know:

Feels very sad, hopeless or irritable

Feels overly anxious or worried

Is scared and fearful; has frequent nightmares

Is excessively angry

Uses alcohol or drugs

Avoids people; wants to be alone all of the time

Hears voices or sees things that aren't there

Can't concentrate, sit still, or focus attention

Needs to wash, clean things, or perform certain rituals many times a day

Talks about suicide or death

Hurts other people or animals; or damages property

Has major changes in eating or sleeping habits

Loses interest in friends or things usually enjoyed

Falls behind in school or earns lower grades

Unsure? Try a mental health screen.

Taking a mental health screening at www.MHAscreening.org is one of the quickest and easiest ways to determine whether you or a loved one are experiencing symptoms of a mental health condition.

The Parent Test is for parents of young people to determine if their child's emotions, attention, or behaviors might be signs of a problem.

The Youth Test is for young people (age 11-17) who are concerned that their emotions, attention, or behaviors might be signs of a problem.

What Parents Can Do

Care for your children's mental health just as you do for their physical health.

Pay attention to warning signs, and if you're concerned there might be a problem seek professional help.

Let your children know that everyone experiences pain, fear, sadness, worry, and anger and that these emotions are a normal part of life; encourage them to talk about their concerns and to express their emotions.

Be a role model-talk about your own feelings, apologize, don't express anger with violence, and use active problem-solving skills.

Encourage your children's talents and skills, while also accepting their limitations. Celebrate your children's accomplishments.

Give your children opportunities to learn and grow, including being involved in their school and community and with other caring adults and friends.

Think of "discipline" as a form of teaching, rather than as physical punishment; set clear expectations and be consistent and fair with consequences for misbehavior; make sure to acknowledge both positive and negative behaviors.

What Teachers Can Do

Think about mental health as an important component of a child being "ready to learn;" if a child is experiencing mental health problems, he or she will likely have trouble focusing in school.

Know the warning signs of mental illness and take note of these in your students and seek consultation from the school mental health professional when you have concerns; psychological and/or educational testing may be necessary.

Use the mental health professional(s) at your school as resources for: preventive interventions with students, including social skills training; education for teachers and students on mental health, crisis counseling for teachers and students following a traumatic event, and classroom management skills training for teachers.

Allow your students to discuss troubling events at school or in the community; encourage students to verbally describe their emotions.

What Doctors Can Do

Recognize that mental health is part of a child's overall health.

Be informed about mental health issues in children and know the warning signs of mental illness.

Become familiar with mental health screening tools. Use these when a "red flag" is raised or routinely screen for illness, asking both children and parents about a child's emotions and behaviors-especially substance use, depression symptoms, school performance, and talk of suicide.

Be familiar with the most effective pharmacologic and non-pharmacologic treatment options.

Make referrals for mental health care when appropriate and follow-up with parents after a referral is made.

Learn more about specific mental health conditions and children

Further reading on youth mental health

Free Back to School Toolkit

MHA's Back to School Toolkit - developed each year and released in mid-August in anticipation of the start of the new school year - provides free resources, tools, tips, and information on early identification themes and Before Stage 4 messaging.
Learn more about MHA's Back to School Toolkit
Help is Available

Mental disorders in children are treatable. Early identification, diagnosis and treatment help children reach their full potential and improve the family dynamic. Children's mental health matters! To learn more, talk to a doctor, mental health professional or visit one of the websites below.

Take the parent screen to determine if your child's emotions, attention, or behaviors might be signs of a problem.

Resources

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Just as you can help prevent a child from catching a cold or breaking a bone, you can help prevent a child from having mental health problems. We know what it takes to keep a child physically healthy-nutritious food, exercise, immunizations - but the basics for good mental health aren't always as clear.

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This website details some of the risk factors affecting children’s mental health (life experiences or biological make-up may lead to mental health issues), as well ask the risks of leaving mental health issues untreated. It also includes pages with information on specific, common mental disorders children may suffer from: ODD, OCD, ADHD, Autism, Anxiety, and other Behavioral/Emotional illnesses.

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Some children may also be born with mental health issues. These issues are a product of nature rather than nurture so the child may have a more difficult time dealing with his or her emotional state. Many children just naturally feel depressed or have anxiety issues.

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This website include definitions of what mental health means to children. There are examples of different disorders that children may have. There is also a list of symptoms and treatments for children. The website includes articles, statistics, links for child development, and improving access to care.

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Centers for Disease Control and Prevention

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Learn About Children's Mental Health | CDC

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Mental health in childhood means reaching developmental and emotional milestones, and learning healthy social skills and how to cope when there are problems.

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For Adults: Mental Health America Article

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For Adults: Mental Health America Article

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This article focuses on recognizing that children can suffer from mental health disorders just like adults. It lists the symptoms that adults in and out of school can look for in children. It also discuss the benefits of early identification and provides links to additional resources.

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Children's mental health problems are real, common and treatable. Although one in five children has a diagnosable mental health problem, nearly two-thirds of them get little or no help.

Untreated mental health problems can disrupt children's functioning at home, school and in the community. Without treatment, children with mental health issues are at increased risk of school failure, contact with the criminal justice system, dependence on social services, and even suicide.

Parents and family members are usually the first to notice if a child has problems with emotions or behavior. Your observations, along with those of teachers and other caregivers, can help determine whether you need to seek help for your child.

The following signs may indicate the need for professional help:

Decline in school performance

Poor grades despite strong efforts

Constant worry or anxiety

Repeated refusal to go to school or to take part in normal activities

Hyperactivity or fidgeting

Persistent disobedience or aggression

Depression, sadness or irritability

Early identification, diagnosis and treatment can help children reach their full potential. A first step may be to have your child complete our youth screening which is intended for young people (age 11-17) who are concerned that their emotions, attention, or behaviors might be signs of a problem. A complementary parent screening is also available for your use.

The information from the completed screenings can be helpful in starting a conversation with your child about their mental health, and may be useful when talking with your child's pediatrician or a mental health professional.

An evaluation may include consultation with a child psychiatrist, psychological testing and medical tests to rule out any physical condition that could be causing the symptoms. Childen also must be carefully evaluated to distinguish possible mental health conditions from learning disabilities or developmental delays.

If your child is diagnosed with a mental health problem, a comprehensive treatment plan should include psychotherapy and, in some cases, may include medication. The plan should be developed with the family. Whenever possible, the child should be involved in treatment decisions.
Additional Resources Time to Talk: Tips for Talking About Your Mental Health
Youth Mental Health: Emotions Matter (Infographic)

Helpful vs Harmful: Ways to Manage Emotions (For Youth)
Helping at Home: Tips for Parents Learn about IEPs and 504 Plans Prevention and Early Intervention in Mental Health- Puberty to Early Adulthood ADHD and Kids Healthy Mental and Emotional Development Take the Youth Screen Take the Parent Screen
Treatment of Children with Mental Illness. National Institute of Mental Health.

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Recognizing Mental Health Problems In Children

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Children's mental health problems are real, common and treatable. Although one in five children has a diagnosable mental health problem, nearly two-thirds of them get little or no help. Untreated mental health problems can disrupt children's functioning at home, school and in the community.

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Click the "for Kids" and "for Teens" tabs!

This website provides advice for children and adolescents for how to deal with their mental health issues and experiences. It is well-organized, with headings including the following: parents, feeling sad, mental health, feelings and emotions, body image, relationships, families, friends, dealing with problems, and being your best self. Each heading, when clicked on, provides links to more specific advice columns (IE: “dealing with divorce” under the “parents” section).

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Nemours KidsHealth - the Web's most visited site about children's health

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KidsHealth is the #1 most-trusted source for physician-reviewed information and advice on children's health and parenting issues. For parents, kids, teens, and educators, in English and in Spanish.

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This is a 5.5 minute video which can be used to introduce students to the topic of mental health. It describes what mental health is, what some signs of a mental health issue are, and how children can talk about mental health issues or negative emotions (and listen when someone else wants to talk to them). It strongly presents a stance that mental health issues and negative feelings are nothing to be ashamed of. The end of the video shows a illustrated list of all the people a child can talk to if they are struggling with their mental health.

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This site provides links for young adults and adolescents on mental health. It has links for them to ask questions and to seek help from professionals if they feel the need to do so. Much of this link focuses on young adults and teens- this is a hard topic to find sources for young children, many just don’t exist unfortunately.

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For Children: Mental Illness Education for Kids

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For Children: Mental Illness Education for Kids

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This video talks about how mental health needs to be treated just like any other injury or illness. This video shows children that it is ok to ask for help and that they should ask for help. This video tries to show students that there is a stigma that exists, but they do not need to be afraid to ask for help.2

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Bracho-Sanchez, E. (2019, April 08). Number of Children Going to ER With Suicidal Thoughts, Attempts Doubles, Study Finds. CNN. Retrieved from https://www.cnn.com/2019/04/08/health/child-teen-suicide-er-study/index.html
This article from CNN about suicide rates. In the past 8 years, the amount of young adults who have gone to hospitals with suicidal thoughts has doubled. Researchers studied children ages 5-18, they collected public information from the CDC survey. Psychiatrists are not surprised by these results, as more children are diagnosed with depression the number of suicide attempts increases. Children, parents, and caregivers are all experiencing more stress and pressures that lead to these numbers. Many try to seek help before it gets too bad, however, there is a severe shortage of childhood therapists and psychiatrists. When children are able to get help sooner they are less likely to try to harm themselves, but it is hard to find the right help. This is helpful for the Pre-k-4th grade classroom because teachers can reach out to students who may be suffering from depression, they may be able to be the help that their students need.

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number of children going to er with suicidal thoughts

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Number of children going to ER with suicidal thoughts, attempts doubles

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The number of children and teens in the United States who visited emergency rooms for suicidal thoughts and suicide attempts doubled between 2007 and 2015, according to a new report.

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Positive Psychology and Emotional Health Promotion

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Positive Psychology and Emotional Health Promotion

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This article published in the American Journals of Public Health talks about positive psychology and its effects on emotional health. It describes positive psychology as what is considered right about a person such as their attributes, assets and strengths. The main idea to take out of this article is that a cooperation or interaction between positive psychology and public health could lead to new and creative ways to promote mental health. There has been a shift in mental health promotion over the following years to incorporate positive psychology. Positive psychology and mental health promotion coupled together creates an idea of positive mental health. This article is an interesting read for all educators especially now as schools continue to expand on their mental health promotion programs in school. Learning about positive psychology and incorporating this mentality into the classroom will help empower the students.

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The Rise of Mental Health on College Campuses: Protecting the Emotional Health of Our

Nation's College Students. (2019, February 05). Retrieved April 21, 2019, from

https://www.higheredtoday.org/2018/12/17/rise-mental-health-college-campuses-protecting-emotional-health-nations-college-students/

There is an abundance of very useful resources for those who are dealing with mental and emotional turmoil. This website takes assesses the rise of mental health particularly on college campuses, and focuses on ways to protect the health of students. It includes preventative actions for emotional well-being, encourages life skills and social connectedness, and many other early actions.

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https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence

Mindfulness and meditation can be very beneficial for children. Science proves that students will decrease anxiety and increase the awareness of thoughts, sensations, and feelings after meditating. Mindfulness reduces the amount of the stress hormone “cortisol” in your brain and grows brain matter in regions of the brain linked to memory.Mindfulness in schools is a grassroots movement but can be extremely beneficial in your future classroom.

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Article Title: How to Keep Your Kids Safe From Cyberbullying

Link: https://www.usnews.com/news/health-news/articles/2019-03-15/how-to-keep-your-kids-safe-from-cyberbullying
This article is on cyberbullying from U.S. News. It states that no type of bullying is acceptable, but recently due to the growth of social media, cyberbullying is becoming more of an issue everyday. Cyberbullying takes place on our cellphones, laptops or computers, and tablets, usually through social media. We tend to see hurtful text messages or posts, pictures, videos, and fake profiles of a victim which can happen 24/7. U.S News advises to use the website Stopbullying.gov to get more information and how to be proactive. This article states we should discuss what bullying is and why we should never bully others. If we are to see cyberbullying we should print and save screenshots, emails, or texts for evidence. We should then report the cyberbullying to an online service provider in order for the situation to be handled in the correct manner. We should contact law enforcement if the situation involves threats of violence, child pornographys, stalking, or a hate crime. In the PK-4th grade classroom teachers can teach their students not to hurt or embarrass other students in person or online. They should also be told to report if they are being bullied or they see anyone else being bullied so it is put to a stop.

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Three ways high-quality preschool can improve the health of children
https://www.washingtonpost.com/education/2019/02/04/three-ways-high-quality-preschool-can-improve-health-children/?utm_term=.35de4fc0a8af

This article, from The Washington Post, talks about the effect that high-quality preschool has on the health of children. Building a strong foundation for a culture of health begins at early childhood. The first of three ways to improve child health through preschool is to introduce children to hear-healthy foods and balanced diets in school and promote exercise. The second is for the preschool's outreach to the parents. It will improve the parents' mental health, parenting skills, and health knowledge, which will in turn benefit the child. The last is improving socio-emotional skills, cognitive skills, and mental health, especially in low-income and bilingual children. There is a high need to set standards that promote health directly and indirectly in public preschool programs. This article is good for teaching mental and emotional health, because it provides ways to improve those exact things in children and in parents.

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How Team Sports Reduce Risk of Depression in Kids

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How Team Sports Reduce Risk of Depression in Kids

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This article details research that has shown that children who are involved in team sports are less likely to experience depression. It explains how children who participate in team sports have more developed hippocampal, which is the part of the brain that is responsible for long-term memory and emotional responses. The regular aerobic movement has also been proven to improve cognitive functioning, memory, and mood. The research, however, has yet to distinguish whether team sports lower the chance of depression or if children who are predisposed to depression aren't interested in team sports. Regardless, it is important to know ways we have teachers can help students when it comes to mental health. Knowing that more and more children are prone to depression can help when being aware of our students' needs. Knowing this information is important for students for the same reason. Depression is becoming more and more common, so teachers and students alike need to know ways of coping with it.

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Participation in team sports has been linked with improved mental health in boys and girls. Getty Images

The preteen and teenage years can be rough for a lot of kids. Their bodies are changing, their hormones are raging, and anxiety and depression can be a very real part of their existence.

In fact, a 2016 study in the journal Pediatrics found a 37 percent increase in the number of teens who have experienced major depressive episodes over the last decade.

Many of those kids aren't getting the help they need either.

The Child Mind Institute reported that 60 percent of kids with depression are going without treatment.

Those are bleak numbers for any parent to consider - but what if there were a way to mitigate the chances your child might one day live with depression?

It turns out there may be.

Recent research found that involvement in team sports was correlated with a larger hippocampal volume (the area of the brain responsible for processing of long-term memory and emotional responses) in both boys and girls.

This is important because adult depression has actually been linked to a shrinking hippocampus in .

In fact, the latest report did find a reduction in depression rates among boys ages 9 to 11 who were involved in team sports.

The findings make sense, according to Dr. Cynthia LaBella, chairperson for the American Academy of Pediatrics (AAP) Council on Sports Medicine and Fitness, and medical director at the Institute for Sports Medicine at the Ann & Robert H. Lurie Children's Hospital in Chicago.

"Team sports provide regular aerobic activity, which is known to have beneficial effects on memory, cognition, and mood," she told Healthline.

That same involvement can also provide kids with a social network of peers, while also instilling in them a sense of purpose, belonging, and achievement.

"All of which are protective factors against depression," LaBella explained.

The study involved 4,191 children between ages 9 and 11 and relied on parents to answer questions about their child's participation in a variety of activities as well as any symptoms of depression.

The beneficial results weren't found for non-sporting activities.

However, the study authors acknowledged this could be because participation in sports increases the hippocampus and decreases depression, or it could be that teens predisposed to depression may not be as interested in participating in sporting activities.

They say this is an area where more research may need to be done.

But Monica Jackman, an occupational therapist at Little Lotus Therapy in Port St. Lucie, Florida, can see why team sports may have provided a more noticeable positive impact.

"Team sports inherently foster development of social emotional inhibitory control and self-regulation skills as players must follow and remember game rules, take turns, cooperate and collaborate with teammates, build trust in teammates, and experience empathy for others during wins and losses," she told Healthline.

But do those positive benefits extend to kids who may not be as naturally athletic?

Jackman explained that while "children with developmental coordination disorder have reported higher rates of loneliness and lower self-concept than typically developing children," have shown that those same kids have been found to report less of that loneliness when participating in team sports even when their coordination difficulties may otherwise hold them back.

The study's findings may encourage many parents to seek out more activities for their kids to join.

However, the researchers note that the positive benefits they observed did not extend to other activities like art or music.

Specifically, non-sport activities were not found to be associated with any increased volume of the hippocampus or decreased rates of depression.

Individual sports were also not shown to make a difference in either area.

LaBella has a theory as to why that may be.

"I suspect the reason the study did not find the same results for participation in other activities may be because other activities do not combine physical training with working together as a team to achieve a common goal and beat an opponent," she said.

So it's not enough to just be on a team (chess club, for instance), or to just engage in physical activity (like weight training).

To see the true benefits presented in the study, one would have to be doing both - participating in a team sport, where cooperation and physical activity combine.

LaBella explained that, "With individual sports, such as swimming and golf, and other non-sports activities, such as art, music, crafts, or chess, the participants train, perform, and compete alone. So the peer socialization benefits are much less."

However she encourages parents not to dismiss the benefits those other activities offer.

"It's important to know that participation in music and art have also been shown to be beneficial to brain health in other ways," she explained.

One other interesting outcome of the study was that while the increased hippocampal volume was detected in both boys and girls who played team sports, only the boys also showed a noticeable reduction in depression rates.

The study authors theorized this may be because boys and girls have different pressures that contribute to depression, or it could be the reduction in depression rates simply become more evident in girls at later ages.

Either way, Jackman has advice for parents concerned about helping their children avoid the struggles of depression: Encourage "active engagement in activities that provide organic opportunity for social emotional learning and connection."

In today's digital age, where so many kids are using social media and digital games to interact, she worries they're missing out on opportunities to gain conflict resolution skills and build on collaborative problem solving.

She's also concerned they aren't learning to recognize real-life social cues, such as body language, facial affect, and emotional tone of voice as much as they should.

"By their nature, team sports and other goal-directed or structured group activities can nurture social communication, self-efficacy, cooperation, and integrity and respect for group rules and objectives," she explained.

LaBella said she's happy to see team sports getting some positive press and hopes more parents will take note of the positive benefits they can provide for kids.

"The stories that often make headlines are injuries due to sports," she explained. "But it's important for parents to know that for the overwhelming majority of kids, the benefits of sports participation far outweigh the risks."

Which means that for many parents, now may be the time to start getting your kids involved in a team sport.

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How Team Sports Reduce Risk of Depression in Kids

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The preteen and teenage years can be rough for a lot of kids. Their bodies are changing, their hormones are raging, and anxiety and depression can be a very real part of their existence. In fact, a 2016 study in the journal Pediatrics found a 37 percent increase in the number of teens who have experienced major depressive episodes over the last decade.

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Gubar, Susan. (2019, March 21). In Honor of Seven Bridges. The New York Times. Retrieved from https://www.nytimes.com/2019/03/21/well/live/in-honor-of-seven-bridges.html?rref=collection%2Ftimestopic%2FBullies&action=click&contentCollection=timestopics&region=stream&module=stream_unit&version=latest&contentPlacement=6&pgtype=collection

The news source I used to find this article was The New York Times and the health topic it falls under is Mental and Emotional Health. This article is about and 10 year old boy who killed himself because of bullying. Seven was born with a birth defect and was bullied because of it. The article was written by Susan Gubar, who has the same disease as Seven. She speaks out about what happened to Seven and events she had to go through throughout her lifetime. The information in this article pertains to teaching health to elementary students because Seven was an elementary student who had felt so lost that he felt he needed to die. We do not know what our students our going through, and I believe this topic should not be sugarcoated. In the classroom, teachers can respond to questions students have about this topic, or invite a counselor in to talk to the students and let them know how important it is to speak to someone if they are feeling down.

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Promoting mental, emotional, and behavioral health is extremely important and involves the implementation of strategies to enhance the well-being of our youth.  Teaching young students’ ways to manage and cope with their insecurities, their internal and external thoughts, social behaviors and their decision-making processes, will help them make positive relationships among people and in their lifetime.  Promoting mental health and behavioral health are so important for young people especially when they are in such a setting like the school.  The Safe Schools/Healthy Students (SS/HS) initiative thrives to decrease the number of students to abuse substances, while improving the school community while also decreasing the violence students are exposed to.  These goals are spread across mental health organizations and schools to facilitate prevention and promote early intervention in supporting our students.  This Safe Schools/Healthy Students, is a program that invites the positive outlook on mental health and enhances students’ knowledge on social and emotional competence which will create a positive and safe school community.

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Promoting mental, emotional, and behavioral health is extremely important and involves the implementation of strategies to enhance the well-being of our youth.  Teaching young students’ ways to manage and cope with their insecurities, their internal and external thoughts, social behaviors and their decision-making processes, will help them make positive relationships among people and in their lifetime.  Promoting mental health and behavioral health are so important for young people especially when they are in such a setting like the school.  The Safe Schools/Healthy Students (SS/HS) initiative thrives to decrease the number of students to abuse substances, while improving the school community while also decreasing the violence students are exposed to.  These goals are spread across mental health organizations and schools to facilitate prevention and promote early intervention in supporting our students.  This Safe Schools/Healthy Students, is a program that invites the positive outlook on mental health and enhances students’ knowledge on social and emotional competence which will create a positive and safe school community.

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https://www.pbs.org/newshour/show/sleep-deprived-teens-at-greater-risk-for-injuries-accidents

This article contains information about how sleep-deprived teens are at greater risk for injury and accidents. The article mentions how not getting enough sleep is equivalent to drink and driving. If a child does not get enough sleep and decides to ride a bike, especially without a helmet, they have the same awareness as a drunk driver. The reaction time and concentration is reduced. A teacher could use this article to explain the importance of sleeping the full 8 hours not only for function but for safety and preventing injury.

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Author Minero discusses the importance of creating an atmosphere where children feel comfortable talking about their feelings in the classroom. One such classroom, that of year 3 teacher Amy Gaunt, does so by developing a "wellbeing framework" which "increases students' confidence, voice, and problem-solving skills."

Click Here to read about how to develop a wellbeing framework in your own school or classroom!

Minero, E. (2016, September 15). A Curriculum for Emotional Awareness. Retrieved April 16, 2019, from https://www.edutopia.org/practice/wellbeing-developing-empathy-emotional-awareness-and-agency

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How It's Done

Start With a Wellbeing Framework

When creating a wellbeing curriculum, start with an existing framework, and customize it to your students' needs. School 21 uses a U.K.-based wellbeing framework called Personal, Social, Health, and Economic ( PSHE) education. "It's a great basis to go to for ideas, but we take from that what this group of children needs," explains Gaunt. Collaborative for Academic, Social, and Emotional Learning ( CASEL) is a similar, U.S.-based resource.

Throughout the year, School 21 covers six big topics -- one per a six- to eight-week term:

1. School as a community

2. What makes me special?

3. How can I be a responsible citizen in the world?

4. Diversity

5. Healthy lifestyles

6. Social skills

Throughout the term, teachers delve into a subtopic each week. For example, within the term on Diversity, they will spend a week exploring Why are we unique? Through discussion, students explore these subtopics further with questions like:

What makes us the same and what makes us different?

Is it OK to be different?

Should we all be treated the same?

What is prejudice?

How can we respect each other?

At the beginning of each week, teachers introduce the wellbeing topic at an assembly consisting of two year groups [grade levels]. Then, in their weekly wellbeing class, they use a grounding text to further explore the theme with students, and at the end of the week, they gather in a smaller, one-year group assembly to wrap up the topic. Throughout the year, they assess their students using the wellbeing progression chart.
Related Article: The Power of Redesigning the Traditional Assembly
Discuss the Needs of Your Students to Create Your Curriculum

At the beginning of each year, School 21 teachers gather and create a wellbeing curriculum specific to their students' needs. "Get together with other teachers and think about what the needs of the children are," advises Gaunt. "Start from there."

Last year, these educators noticed that their students were blaming their peers and parents frequently. In response, they spent a term focusing on responsibility. "We looked at how children can take responsibility for their actions and different tasks," remembers Gaunt, "and what their own, their teachers', and their families' responsibilities are."
Related Article: Social and Emotional Learning: A Schoolwide Approach
Create Opportunities for Discussion

A core element of the wellbeing curriculum is the idea that discussion and speaking lead to wellbeing. If students have the opportunity to discuss their feelings -- and hear how others feel -- it contributes to feeling seen and heard, and it develops their understanding and empathy of others' experiences. Discussion (or " oracy " as it's called at School 21) is central to wellbeing curriculum.

School 21 schedules daily assembly periods to discuss wellbeing topics. If your school doesn't have daily assemblies or a weekly wellbeing course, the important factor is that you're giving your students opportunities to discuss their feelings and beliefs, emphasizes Gaunt. You may be able to do this in advisory or homeroom, or through incorporating intentional discussion throughout your classes -- such as picking a particular book to explore in English or an event in history.
Related Article: Building SEL Skills Through Formative Assessment
The following exercises can help you promote discussion:

Give your students concrete ways to discuss abstract ideas. "Culture is quite an abstract idea," acknowledges Gaunt. "It's something that's all around us, but if you say to a six- or seven-year-old, 'What is culture?' they're not going to have an idea. We wanted to give them concrete examples of how we might see culture. So we looked at clothes, music, food, and stories." In their assembly, they grouped in smaller circles and were given an artifact that represented a specific culture (like an article of clothing) to talk about. "They had to identify what it was, explain why it's important, and who it might be important to, and then as a larger group, they compared the different cultures being discussed."

Use controversial statements. If your topic is culture, have your students debate a statement like, some cultures are better than others. To develop empathetic responses, start by scaffolding with simpler questions to help build students' ideas around the theme before getting into more controversial statements. "Have students pair up and take each side of the argument before they find common ground," recommends Oli de Botton, School 21's co-founder and head teacher.

In an assembly, Eysha, a Year 3 student, shared her opinion in response to the statement about culture: "If everyone from one country was for one culture, and another country was for another culture, we wouldn't know about any cultures except our own. There's lots of cultures in London, and if all these cultures weren't here, it wouldn't be a colorful place."

Incorporate drama techniques to engage students in discussion. School 21 invented a fictional character -- Colin Chaos, played by a teacher -- who appears during assemblies to act out different scenarios. "It's easier to communicate key school messages through character and humour," advises Peter Hyman, a co-founder and executive head teacher. Through forum theater, a drama technique "where the audience decides what the actors should do next," explains Hyman, they'll discuss topics like responsibility, and have the students take on roles (like Colin's mother) to act out and communicate how to work through and discuss different issues.

Initiate discussion with a stimulus, such as a grounding text. Provide your students with a video, image, or written text, and use that as a starting point for a student-led discussion. School 21 has weekly 40-minute Philosophy for Children ( P4C) classes, a framework that helps students generate their own questions and circle discussions around a particular topic (like diversity or responsibility) using a grounding text.
Related Article: Oracy: The Literacy of the Spoken Word
"We want our children to have power and control over their lives, a sense of belonging, and to feel that they can grow here," adds de Botton. "We want to give them experiences and support to do all of those things."

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When creating a wellbeing curriculum, start with an existing framework, and customize it to your students' needs. School 21 uses a U.K.-based wellbeing framework called Personal, Social, Health, and Economic ( PSHE) education. "It's a great basis to go to for ideas, but we take from that what this group of children needs," explains Gaunt.

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This article talks about employer spending costs for healthcare. It also mentions that total spending per capita on health services for employees enrolled in an employer-sponsored insurance program increased by 44% between 2007 and 2016. However, there is still an unmet need for mental health; 56% of adults with mental illness do not receive treatment. Employers can play a big role in changing the cost curve for mental healthcare. The article then goes on to talk about the different challenges they face in doing so, such as the general medical system is not set up to effectively treat mental health challenges and conditions; there is a continued lack of measurement-based care in mental health; and there is a lack of integration of new technologies into the treatment of mental health conditions. Employers can help by pushing for more research-based services.

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It is no secret that choosing a system of healthcare for employees is a tremendously important financial decision for employers. In 2017, employer spending on healthcare services reached $700 billion - more than the U.S. Department of Defense budget in the same year. Additionally, a recent study found that total spending per capita on health services for employees enrolled in an employer-sponsored insurance program increased by 44% between 2007 and 2016. At the same time, there is a huge unmet need in mental healthcare. A 2017 report from Mental Health America indicated that approximately 56% of adults with mental illness do not receive treatment. With such a high level of expenditure on employee healthcare, it is unfortunate that the current system leaves so much room for improvement when it comes to treatment and outcomes for mental health conditions. Employers can play a role in changing the cost curve of mental healthcare, but they face a series of challenges.

First, the general medical system is not set up to effectively treat mental health challenges and conditions. The majority of behavioral conditions are screened and treated in primary care, and not all physicians are equipped to treat both physical and behavioral health. There is also a limited supply of specialists, including behavioral professionals and psychiatrists. As a result, two parallel but unequal systems exist, making it both difficult and costly to manage a patient's holistic health. Patients may not raise brain health or mental health issues with their primary care physicians, or if they do, they may experience delayed or inadequate treatment by someone who is not specialized in behavioral health. If a patient is referred to a specialist, it can mean very high out-of-pocket costs or long delays accessing a provider.

Second, there is a continued lack of measurement-based care in mental health; primary care and specialty behavioral clinicians rarely use quantifiable and standardized outcomes measures, for a variety of reasons. Measurement-based care uses patient-reported ratings alongside evidence-based clinical practice guidelines for an objective assessment of patient progress, leading to a more precise plan for future care, similar to what a patient would experience in physical disease management. However, some mental healthcare practitioners believe that clinical judgment is a superior method, compared to drawing conclusions from aggregated data. Additionally, measurement-based care requires systematic evaluation and documentation, which can raise confidentiality concerns for patients, especially when seeking services through an employer. Unfortunately, the underutilization of measurement-based care in mental and behavioral healthcare is an impediment to treatment decisions that could ultimately lead to better patient outcomes for a huge portion of the population.

The third challenge that exists within the current healthcare system is the lack of integration of new technologies into the treatment of mental health conditions. Most health systems are slow to adopt or reimburse new technologies that could improve mental health support and system access. Technology-based methods such as virtual reality, virtual support communities, telehealth and applications for depression, anxiety, substance use disorder and other brain health challenges are increasingly available but currently underutilized by employers.

Fortunately, employers can help solve for these problems by pushing healthcare systems for well-researched, well-proven models of service delivery that improve outcomes for mental health. One example is the collaborative care model, which is essentially an augmentation of primary care to include screenings and management of a patient's mental health. A collaborative care model combined with a measurement-based approach and the leveraging of new technology could significantly improve outcomes for employees while cutting health costs for employers.

The components of a collaborative care model can include patient education, treatment compliance monitoring, physician training, patient-physician interaction, and the integration of a psychiatrist or psychologist into the primary care setting. These steps not only lower costs for patients with major depression but also result in better adherence, greater satisfaction with care and improved outcomes. Multiple studies on the impact of collaborative care models show a significant return on investment for employers, including cost savings linked to fewer absences and higher levels of productivity.

Providing access within primary care is key, alongside the use of measurement-based care anchored by standardized, quantifiable outcomes for the individual employee. Employers should also develop and evaluate quantifiable outcomes - such as a 20% reduction in absenteeism - in order to create their own evidence of the impact of investing in support programs and services and contribute to the growing body of knowledge about workplace mental health. The evaluation of outcome metrics will also allow employers to customize benefits and interventions for employees and help them thrive - creating a better workplace and a more successful organization.

Motivated by personal experience, the leadership team of One Mind has spent the last 25 years accelerating solutions for the brain illnesses that affect nearly one in fi...

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Promoting A Better System Of Care For Mental Health

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It is no secret that choosing a system of healthcare for employees is a tremendously important financial decision for employers. In 2017, employer spending on healthcare services reached $700 billion - more than the U.S. Department of Defense budget in the same year.

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This article talks about children's mental and emotional health and how to keep them healthy. The article gives examples such as praising children and constantly encouraging them. The end of the article also gives warning signs in children to look out for in terms of emotional and mental health. It also ends with where to seek help and how to learn more about children and their behavior.

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills. Additionally, good friends and encouraging words from adults are all important for helping children develop self confidence, high self-esteem, and a healthy emotional outlook on life.

A child's physical and mental health are both important.
Basics for a child's good physical health:

Nutritious food

Adequate shelter and sleep

Exercise

Immunizations

Healthy living environment

Basics for a child's good mental health:

Unconditional love from family

Self-confidence and high self-esteem

The opportunity to play with other children

Encouraging teachers and supportive caretakers

Safe and secure surroundings

Appropriate guidance and discipline

Give children unconditional love.
Love, security and acceptance should be at the heart of family life. Children need to know that your love does not depend on his or her accomplishments.

Mistakes and/or defeats should be expected and accepted. Confidence grows in a home that is full of unconditional love and affection.
Nurture children's confidence and self-esteem.
Make time for play!
Encourage Children to Play
To children, play is just fun. However, playtime is as important to their development as food and good care. Playtime helps children be creative, learn problem-solving skills and learn self-control. Good, hardy play, which includes running and yelling, is not only fun, but helps children to be physically and mentally healthy.
Children Need Playmates
Sometimes it is important for children to have time with their peers. By playing with others, children discover their strengths and weaknesses, develop a sense of belonging, and learn how to get along with others. Consider finding a good children's program through neighbors, local community centers, schools, or your local park and recreation department.
Parents Can be Great Playmates
Join the fun! Playing Monopoly or coloring with a child gives you a great opportunity to share ideas and spend time together in a relaxed setting.
Play for Fun
Winning is not as important as being involved and enjoying the activity. One of the most important questions to ask children is "Did you have fun?'' not "Did you win?"

In our goal-oriented society, we often acknowledge only success and winning. This attitude can be discouraging and frustrating to children who are learning and experimenting with new activities. It's more important for children to participate and enjoy themselves.
TV use should be monitored
Try not to use TV as a "baby-sitter" on a regular basis. Be selective in choosing television shows for children. Some shows can be educational as well as entertaining.
School should be fun!
Starting school is a big event for children. "Playing school" can be a positive way to give them a glimpse of school life.

Try to enroll them in a pre-school, Head Start, or similar community program which provides an opportunity to be with other kids and make new friends. Children can also learn academic basics as well as how to make decisions and cope with problems.
Provide appropriate guidance and instructive discipline
Children need the opportunity to explore and develop new skills and independence. At the same time, children need to learn that certain behaviors are unacceptable and that they are responsible for the consequences of their actions.

As members of a family, children need to learn the rules of the family unit. Offer guidance and discipline that is fair and consistent. They will take these social skills and rules of conduct to school and eventually to the workplace.
Suggestions on Guidance and Discipline

Be firm, but kind and realistic with your expectations. Children's development depends on your love and encouragement.

Set a good example. You cannot expect self-control and self-discipline from a child if you do not practice this behavior.

Criticize the behavior, not the child. It is best to say, "That was a bad thing you did," rather than "You are a bad boy or girl."

Avoid nagging, threats and bribery. Children will learn to ignore nagging, and threats and bribes are seldom effective.

Give children the reasons "why" you are disciplining them and what the potential consequences of their actions might be.

Talk about your feelings. We all lose our temper from time to time. If you do "blow your top," it is important to talk about what happened and why you are angry. Apologize if you were wrong!
Remember, the goal is not to control the child, but for him or her to learn self-control. Provide a safe and secure home.
It's okay for children to feel afraid sometimes. Everyone is afraid of something at some point in their life. Fear and anxiety grow out of experiences that we do not understand.

If your children have fears that will not go away and affect his or her behavior, the first step is to find out what is frightening them. Be loving, patient and reassuring, not critical. Remember: the fear may be very real to the child.

Signs of Fear

Nervous mannerisms, shyness, withdrawal and aggressive behavior may be signs of childhood fears. A change in normal eating and sleeping patterns may also signal an unhealthy fear. Children who "play sick" or feel anxious regularly may have some problems that need attention.

Fear of school can occur following a stressful event such as moving to a new neighborhood, changing schools, or after a bad incident at school.

Children may not want to go to school after a period of being at home because of an illness.
When to seek help
Parents and family members are usually the first to notice if a child has problems with emotions or behavior. Your observations with those of teachers and other caregivers may lead you to seek help for your child. If you suspect a problem or have questions, consult your pediatrician or contact a mental health professional.
Warning Signs
The following signs may indicate the need for professional assistance or evaluation:

Decline in school performance

Poor grades despite strong efforts

Regular worry or anxiety

Repeated refusal to go to school or take part in normal children's activities

Hyperactivity or fidgeting

Persistent nightmares

Persistent disobedience or aggression

Frequent temper tantrums

Depression, sadness or irritability

Learn more about specific mental health conditions and children Where to seek help
Information and referrals regarding the types of services that are available for children may be obtained from:

Mental health organizations, hotlines and libraries

Other professionals such as the child's pediatrician or school counselor

Other families in the community

Family network organizations

Community-based psychiatric care

Crisis outreach teams

Education or special education services

Family resource centers and support groups

Health services

Protection and advocacy groups and organizations

Self-help and support groups

Other Resources

American Academy of Child and Adolescent Psychiatry
www.aacap.org

Federation of Families for Children's Mental Health
Phone: 703-684-7710
www.ffcmh.org

Family Support America
Phone: 312-338-0900

National Association of School Psychologists
Phone 301-657-0270
www.naspweb.org

Sources

"Facts for Families," America Academy of Child and Adolescent Psychiatry
"Children's and Adolescent's Mental Health," US Dept. of Health and Human Services
copyright 1997 revised 2/00

This pamphlet is copyrighted. Permission to reprint must be obtained from Mental Health America. 2/00

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What Every Child Needs For Good Mental Health

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills.

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Child Suicides Rising: Reasons Unclear

In this USA Today article, the author states that in 2018 suicide among elementary school-aged children rose drastically.  Unfortunately there is not that much research on suicide among children under the age of 10. Some researchers believe that depression isn't linked to child suicide as it is with adult suicide. However, many of the incidents seem to have followed episodes of bullying. Art teacher Carmen Gardner commented that "Death is something these kids know about. They have the resources to get all the negativity” – but not to get help. We need to take care of our children," he says. "Children need time to heal when they have traumatic experiences." Teachers need to watch out for signs of bullying, abuse, depression and anxiety, and combat bullying by shutting it down when they observe it.

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Samantha Kuberski hanged herself with a belt from a crib. She was 6.

Razy Sellars was 11 when he took his life. Gabriel Taye was 8. Jamel Myles was 9.

Suicide in elementary school-aged children remains rare: 53 children aged 11 and younger took their lives in 2016, the last year for which the Centers for Disease Control and Prevention has data. But medical professionals and researchers have noted alarming increases in the last decade - deaths more than doubled from 2008 to 2016 - and rising numbers of young children visiting emergency rooms for suicidal thoughts and attempts.

"You hear of all these kids taking their lives, and you just don't understand why it is," says Christine Sellars, Razy's grandmother. "I don't know if it's the changing times, the way kids are brought up today or the peer pressure.

"It's just so sad."

The reasons for the increases are unclear. Few researchers have examined suicide before age 10, so little is known about suicidal thinking and behavior in young children.

But as they look more closely, themes are beginning to emerge.Attention deficit hyperactivity disorder, which can make impulsive youth still more impulsive, was a common characteristic found in a 2016 study by researchers from Nationwide Children's Hospital in Columbus. So were arguments ordisagreements with family members and friends.

Unlike insuicides of adults, depression didn't appear to be a major factor.

Many of the deaths followedepisodes of bullying. Social media can amplify those attacks - and make them impossible to escape.

Among cases that involved bullying:

* Schoolmates called Sellars gay and made fun of his clothes before he took his life in Akron, Ohio, in May,his mother told reporters at the time. After his death, his older brothers were taunted on Snapchat and Twitter. His mother said some suggested they should kill themselves, too.

* Stormiyah Denson-Jackson, 12, was bullied at her Washington, D.C., boarding school, her mother told a local television station. When the girl reported it to school officials, her mother said, she was herself accused of bullying. She was found dead in her dorm room in January.

* Taye was assaulted by a fellow student in a school bathroom two days before he hanged himself in Cincinnati in 2017, his family said.

While it's not clear that bullying causes suicide-related behavior, the CDC says it's among the risk factors that increase the likelihood that a young person will consider and/or attempt to take his or her life.

Children who have disabilities or differences in learning, sexual/gender identity or culture are often most vulnerable to being bullied, according to the CDC. (The federal agency says acknowledging risk factors is not the same as blaming victims.)

Psychologist John Ackerman is the suicide prevention coordinator at the Center for Suicide Prevention and Research at Nationwide Children's Hospital. The child psychologist tries to strike a balance of reassurance and alarm.

Only about 10 percent of people of any age who attempt suicide ever end their lives, he notes. But at the same time, he says, "We don't want to normalize suicidal behavior."

One question researchers are probing: Do children as young as 6 understand the finality of death? Can those who have died by suicide be said to have been aware of what they were doing?

"I originally had my doubts," says Arielle Sheftall, lead author of the 2016 study. "I realized they do know what I'm talking about, and about the concept of death and life."

That's borne out in the data, and in reports from concerned parents. The website of the Berkeley Parents Network includes several posts from parents of children ages 5 to 7 who have said they wanted to kill themselves, in some cases with detailed plans.

Ackerman says most youth who attempt suicide have had suicidal ideation or thoughts of killing themselves.

These can escalate to attempts - in some cases within hours, Ackerman says. In other cases, it can take years.

Even when ideation doesn't lead to attempts, it can indicate problems ahead. Researchers have found that children who considered suicide before adolescence had higher rates of mental health and addiction disorders as adults than those whose first thoughts of suicide came later.

"We want to get the message out and do need to prepare families," Ackerman says. "We need to ask very targeted questions of young people to get them the support they need."

Monday is World Suicide Prevention Day. The International Association for Suicide Prevention works with the World Health Organization, the World Federation for Mental Health and local groups around the world to raise awareness and money to fight suicide.

Is hate the reason?

"Hate" is what killed Jamel Myles, his mother says. Myles' father is of mixed race; his mother is white. The Denver boy recently told his mother he was gay.

"Hate because people can't teach or learn to love each other regardless if they're gay or black or believe in something different," Leia Pierce says. "Hate took my son because this world lacks acceptance."

Myles' father, Kenneth, who is no longer with Pierce, says he doesn't believe his son was trying to kill himself.

Kenneth Myles believes the boy died while playing the "choking game," in which participants strangle themselves to induce euphoria through brief hypoxia, a lack of oxygen to the brain.

He cited nail marks he saw on his son's neck and information about the game on a laptop to which the boy had access.

The medical examiner in Denver has ruled the boy's death a suicide.

Carl Walker-Hoover was 11 when he wrapped an extension cord around his neck and hanged himself from a rafter in his family's Springfield, Massachusetts, home in 2009.

His death drew national attention. Brenda Hogan remembers it well. She was teaching Walker-Hoover's younger sister in preschool at the time.

"It wasn't heard of back then," she says. "Now you hear all the time about kids trying to kill themselves."

She's thinking in particular of two girls she knows, ages 9 and 12, who have survived abuse. Both have threatened suicide.

Carmen Garner, a cousin of Hogan in Washington, D.C., has a tattoo of a Band-Aid on his left wrist. It's a reminder of his own suicide attempt in middle school.

Now Garner, 40, teaches art to elementary school students. Often, he says, it's more like therapy.

One third grader tried to jump out a window, he says. Another threatened suicide after his father was badly injured in a crash. A third said he wanted to die after seeing family members killed in his home.

Garner blames a toxic mix of violent video games, overuse of social media and dangerous neighborhoods. "Everything's desensitized," he says. "Death is something these kids know about. They have the resources to get all the negativity" - but not to get help.

"We need to take care of our children," he says. "Children need time to heal when they have traumatic experiences."

A link between traumaand suicide seem both logical and likely, Ackerman says, but there is still much researchers don't know.

Poverty is probably not driving the increase, he says, but it can be a risk factor for a "younger person feeling worthless and that the future holds very little in store for them."

"That can happen very early," he says.

Suicide has run in Razy Sellars' family. His father, Andrew, hanged himself shortly before Christmas 2011. His mother's father, Charles Fay, shot himself to death in 1992.

But never had a victim been so young as Razy.

Christine Sellars, Razy's paternal grandmother, says Andrew's death hit the boy particularly hard - first, when it happened, and again two years later, when he learned it was suicide.

"Razy just was attached to my son so much," she says.

Still, she says,"he never seemed to have a problem until things started going haywire at school."

The boy kept getting into fights. His grandmother says he was bullied. He was moved to a school for children with disciplinary problems, but often refused to go.

On May 24, Razy hanged himself in his home with a belt, just as his dad did.

His brother Riley, 15, found him; their maternal grandmother, Dolores Fay, helped him take Razy down from the bar in the closet.

"He was cremated and buried on top of his dad," Fay says.

Fay wishes she had discouraged Razy and his brothers from playing the violent video game Fortnite. She wonders what's wrong with society that children want to end their own lives.

"We all own a piece of this," Fay says. "It takes a village...and then somehow we failed."
If you are interested in connecting with people online who have overcome or are struggling with grief or other problems mentioned in this story, join USA TODAY's 'I Survived It' Facebook support group.
Read or Share this story: https://usat.ly/2N5eUpY

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More children are dying by suicide. Researchers are asking why

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Samantha Kuberski hanged herself with a belt from a crib. She was 6. Razy Sellars was 11 when he took his life. Gabriel Taye was 8. Jamel Myles was 9. Suicide in elementary school-aged children remains rare: 53 children aged 11 and younger took their lives in 2016, the last year for which the Centers for Disease Control and Prevention has data.

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For Kids With Anxiety, Parents Learn To Let Them Face Their Fears

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For Kids With Anxiety, Parents Learn To Let Them Face Their Fears

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This article on treating anxiety in children from NPR News suggests that parents seek to modify their accommodating behaviors when interacting with their children during an anxiety attack so that a child can learn to self-soothe more quickly and develop independent coping mechanisms rather than relying on a parent to mitigate the anxiety. A program developed at Yale University teaches parents that immediate comforting during an anxious moment or episode can actually be counterproductive and result in worsened conditions because the child does not develop resilience and confidence in her/his own self-soothing abilities. Instead, the school suggests that parents communicate reinforcing statements of encouragement for stepping away from children during an anxious moment and slowly increase the lead time as the child becomes more comfortable handling the episode independently. Teachers can utilize this strategy in the classroom when working with anxious students, particularly during testing, providing them with gentle encouragement to attempt handling difficult or stressful situations independently so that the student fosters a sense of self-assurance in being able to work out their own concerns.

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For Kids With Anxiety, Parents Learn To Let Them Face Their Fears

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For some kids with anxiety disorders, a new study suggests the best treatment might be teaching their parents new parenting skills.

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For the health topic Mental/Emotional Health I found an article written by PBS news that talks about two sisters, Sydney and Laney, who have been diagnosed with mental illnesses. The article goes on to explain how the girl's mental illnesses affect them and the struggles their mother, Selena, has faced to help her daughters push through their mental illnesses and succeed in the school setting. "Selena has spent the past eight years trying to get the girls the resources to help them succeed.". Throughout the girls schooling since being diagnosed they have changed schools, gotten individualized education plans, and adjust their medications. It has been a long process of finding what works best for both of the girls to succeed. It is also important to point out that what worked best for Laney did not seem to help Sydney, students need individualized plans because what works for one student will not work for all students. This article does a great job of explaining what mental illness looks like for a child who is in elementary school. Teachers can use the information within this article to help explain what having a mental illness is like to their students. This article also gives great information on how to be as supportive as possible in helping a student with mental illness succeed.

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SPARTANBURG, S.C. - On a hot summer day last month, Sydney, 15, and Laney, 8, were enjoying their last two weeks of freedom before school started. The sisters tried to do flips over a high bar at a local playground.

"You've got to pull your hips into the bar, like you've got to kick up like that," explained their mother, Selena.

"I tried to kick! I did this - you told me not to stick out," said Laney indignantly.

Both girls have been diagnosed with mental illnesses - Sydney with bipolar disorder and Laney with a similar illness called disruptive mood dysregulation disorder. The family asked that their last name not be used to protect the girls' privacy.

School has been a real challenge for them. That's not unusual for the 1 in 5 children with a mental illness. They often suffer anxiety, difficulty focusing and social challenges. Half of them drop out of high school, in part because many schools don't manage to meet their needs.

Selena has spent the past eight years trying to get the girls the resources to help them succeed. Like a lot of parents of kids with mental health issues, she's had to be her children's biggest advocate.

"It's definitely a journey. It wasn't easy," she said, even though she's a school guidance counselor herself.

"I used to cry the night before, because I didn't want to go to school."

Sydney describes class as "boring, distracting. It's hard to pay attention. It's overwhelming." She struggles to focus or process information, which makes her so anxious and depressed that she often has to leave school in the middle of the day.

She wants to be a rock star like Courtney Love. Every so often she pretends to take drag from a bubble gum cigarette. But she's an extremely sensitive kid, and school has been a painful experience.

"I used to cry the night before, because I didn't want to go to school," she said.

Laney on the other hand is a ball of chaotic energy. At school, she often gets frustrated and acts out. Sometimes, she is sent home.

Schools do not all screen students for mental health issues, and the practice varies widely across states. Even if students are successfully identified, many areas lack the community-based mental health treatment options that would be needed to help them. Just 38 percent of youth with a mood disorder such as depression or bipolar disorder receive treatment services. In 2014, the federal government announced $48 million in new grants to support teachers, schools and communities in recognizing and responding to mental health issues. Still, many students' mental health problems continue to go unidentified and untreated.

When Selena first noticed the girls were having problems, she took them to the doctor. Sydney started taking medication at the age of 7 and Laney at just 4, but it wasn't a quick fix.

"The brain is complex," said Selena. "It's not like you just take a medicine and it fixes it." It took years to get the girls' diagnoses and prescriptions right.

Selena said she needed to educate teachers about her daughters' illnesses. "I really tried to do my homework. I did a lot of research. Obviously I talked to parents online in a support group," she said.

Schools are starting to better recognize that mental health is key to academic and social success, said Darcy Gruttadaro, director of advocacy at the National Alliance on Mental Illness, a grassroots organization headquartered outside Washington, D.C.

"Kids spend six hours a day in school, and mental health is essential to learning.

"Kids spend six hours a day in school, and mental health is essential to learning. So schools that are very data-driven understand that in order for some kids to succeed, their mental health needs must be met," she said.

Nonetheless, schools vary greatly in the degree to which they are willing and able to accommodate mental health issues. "Some are doing a lot and training teachers on how to recognize warning signs and talk to families. And others are doing very little to understand the needs of students and how to work with families," said Gruttadaro.

Sydney's and Laney's public schools were willing to make accommodations - but the girls' struggles continued. So, Selena transferred both to a smaller charter school called High Point Academy.

Principal John Hurley said he's seen a growing number of students coming in with mental health diagnoses. The school wants to help - but teachers are not well prepared to handle these issues.

"My training in mental health was one chapter in a book that we covered in one day," recalled Hurley. Many teachers have experience with attention deficit hyperactivity disorder, he said, but they don't have the tools to draw on when dealing with mood disorders.

"Because we're left in the dark, we have to fumble around to figure out what works best."

"Because we're left in the dark, we have to fumble around to figure out what works best," explained Hurley. "Sometimes you can be wildly successful, and sometimes you can fail miserably and you could have done the exact same thing for two different students."

That's a pretty good description of what happened with Laney and Sydney.

Laney started High Point in the second grade and, by October, had already begun acting out.

"A lot of the times she didn't like to write, so ... she'd get frustrated and she might tear up her paper just depending on how she was feeling," said her second grade teacher, Erica Smith. Occasionally, Laney would also tear up other students' assignments.

Selena was thrilled when Smith reached out and asked for advice. They started communicating almost daily, sharing tips about how best to reach Laney. They developed an individualized education plan, and Smith had a "safe spot" in the classroom where Laney could go to cool down until she could rejoin the class.

At the same time, Laney's doctor adjusted her medications to help balance her mood. The solutions worked - pretty soon Laney was thriving. But Selena knew from experience that what works with one kid doesn't always work with the other.

Selena helped get Sydney an individualized education plan that gave her extra time on tests, fewer assignments and two periods a day with special education teacher Pam Smith, who has a background in mental health.

"I really feel we had everything we could have had that was available to us to meet her needs," said Pam Smith. "I really feel that we went over and above sometimes."

"I started realizing it just wasn't working. I can't send my child somewhere every day and ignore the fact that it's having a negative impact on her mental health."

But nothing seemed to work. Sydney had trouble making friends and often shut down in class. She kept falling further behind.

"I started realizing it just wasn't working. I can't send my child somewhere every day and ignore the fact that it's having a negative impact on her mental health," said Selena.

So in March, she pulled Sydney out of High Point and home-schooled her for the rest of the year.

She looked for a therapeutic school for Sydney to attend this year, but she couldn't find one in her area. So this year, Sydney is attending an online school from home, while Selena works and Laney goes to the third grade at High Point. It's not an ideal solution. Selena wanted Sydney to be in a brick and mortar school with other kids, but she said she's had to learn to be flexible.

"You think as a parent you're supposed to just say, 'Get up and go back to school' the next day. And so you really have to sometimes stop and take stock of what's going on and maybe change the path," she said.

As for Sydney, she said she was looking forward to studying from home. For the first time in years, she said she hadn't been crying ahead of the first day of school.

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One out of five children have mental illness, and schools often don't help

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School has been a real challenge for them. That's not unusual for the 1 in 5 children with a mental illness. They often suffer anxiety, difficulty focusing and social challenges.

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Online article
H. M., PH.D., N. R., PH.D., & M. D., PH.D. (n.d.). Mental And Emotional Impact Of Stress.   Mentalhelp.net. Retrieved from https://www.mentalhelp.net/articles/mental-and-emotional-impact-of-stress/

This article is an online source focused on the impact of stress from mental and emotional health. Mental and emotional health issues can lead to stress, depression, bipolar disorder, anxiety disorder, cognitive functioning disorders, and personality changes. It is normal to feel and range of moods both low and high in life. Although, so people fall into the depression state of mental health which effects the ability to do daily activities. Chronic and/or severe stress can also negatively affect people with Bipolar Disorder. Some people who are stressed may show relatively mild outward signs of anxiety. There are many stress factors that result from mental and emotional health. This article can be addressed in the classroom to show students there are many effects of mental and emotional health. You can show students some of these effects aren't visible as well and how you can get help to push through the extra stress it comes along with.

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This document discusses how acclimating to a new environment affected many children and young people and overall had a negative affect on their mental and emotional health.

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This document discusses how acclimating to a new environment affected many children and young people and overall had a negative affect on their mental and emotional health.