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Most teens today have depression

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Lisa H. Jaycox, Bradley D. Stein, Susan Paddock, Jeremy N. V. Miles, Anita Chandra, Lisa S. Meredith, Terri Tanielian, Scot Hickey, M. Audrey Burnam; Impact of Teen Depression on Academic, Social, and Physical Functioning. Pediatrics October 2009; 124 (4): e596-e605. 10.1542/peds.2008-3348

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Impact of Teen Depression on Academic, Social, and Physical Functioning

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OBJECTIVE: This study aimed to determine the impact of teen depression on peer, family, school, and physical functioning and the burden on parents.METHODS: Patients participated in a longitudinal study of teens with and without probable depression, drawn from 11 primary care offices in Los Angeles, California, and Washington, DC.

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most teens,children,and adults have adhd or add

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ADD vs. ADHD: Differences and Symptoms in Children and Adults

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“ADD” is an outdated term for “ADHD,” but there is confusion. “ADD” is sometimes used to describe a type of ADHD. Learn about ADHD and its differences.

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most teens have deppression

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yes teens struggle with mental health but not all teens.

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1in 3 of all adolescents ages 13 to 18 will experience anxiety.

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

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anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

# data[].attributes.attachment_link.title
Anxiety in Teens is Rising: What's Going On?

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The number of teens with anxiety disorders has been rising steadily―along with hospital admissions for teens who are suicidal. This leaves parents, teachers, and anyone who interacts with these kids with many concerning questions. Read on.

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Yes a lot of teens struggle with mental health but not all.

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According to the National Institute of Mental Health:

4.1% of the adult US population has ADHD.

41.3% of these cases are considered severe.

Average age of onset is 7 years old.

3 to 5 percent, or about 2 million, of American teens suffer from ADHD or ADD.

7 percent of parents will have a teen with ADD or ADHD.

An average class is likely to have at least one teen ADD or ADHD.

According to the National Mental Health Association it is the most common childhood mental disorder, and remains among the most common in the teenage years.

Up to 50 percent of teens with ADHD or ADD may never be diagnosed, especially among those without health insurance.

Some researchers suggest that ADHD and ADD are over-diagnosed among those with health insurance.

There has been a recent increase in diagnosis of teen ADHD and ADD, probably due to more understanding of the condition and broader definitions of the disorder, according to Duke University Medical Center.

ADHD is most common in childhood.

10.1% of all 5-17 year old youth are diagnosed with ADHD at some point.

14% of those are boys.

5.9% are girls.

About 30 to 60 percent of patients continue to be affected into adulthood.

About 80 percent of children who need medication for ADHD still need it as teenagers.

About 50 percent still need medication as adults.

Teen ADD and ADHD are 2 to 3 times more common among boys than girls.

Non-hispanic white teens are about twice as likely to be diagnosed with ADD or ADHD.

8 % white

4% Hispanic

5% African-American

14% of white teens living below the poverty level have been diagnosed with ADD or ADHD.

Among teens who suffer from ADHD or ADD, 30 to 40 percent have another close relative who also has ADD or ADHD, suggesting a genetic component of ADHD and ADD.

Teen ADD and ADHD are usually accompanied by at least one other behavioral or developmental problem, and a higher risk of juvenile delinquency.

About 50% of teens who have learning disabilities also have ADD or ADHD.

Likewise, nearly 50% of those with ADD or ADHD also have a learning disability.

15 to 20 percent have specific learning disability, which affects a teen's ability to understand or use language effectively.

20 to 40 percent of teens with ADHD or ADD also develop conduct disorder, which often leads the teen to steal, lie, bully, disrespect the rights of others, or act aggressively toward people and animals. Because teens with conduct disorder frequently break the law, and are at higher risk for substance abuse, it is very important to get them help and help stop juvenile crime.

Teens with ADHD or ADD are four times more likely to get into automobile accidents.

They are three times more likely to get speeding tickets.

And are more likely to be in accidents that cause bodily injury.

18 percent of deaths due to speed-related accidents are teenagers, these are important numbers to consider for parents when deciding rules for ADHD or ADD teens who want to drive.

Stimulants are an effective treatment for 70 to 80 percent of ADHD and ADD sufferers.

Nonstimulants (Strattera) are effective for about 70 percent.

Diet restrictions - such as avoiding sugar or food additives - help about 5 percent of ADHD or ADD teens, often those who suffer from food allergies.

Teen ADD / ADHD Statistics Sources:

National Institute for Mental Health [online]
National Mental Health Association [online]
WebMD/The Cleveland Clinic [online]
U.S. National Library of Medicine and the National Institutes of Health, MedlinePlus Medical Encyclopedia: "Attention Deficit Hyperactivity Disorder" [online]
About.com, ADD and ADHD Statistics: Your Guide to Parenting of Adolescents, "CDC Report Looks at Attention-Deficit/Hyperactivity Disorder" [online]
Center for Disease Control, cdc.gov [online]
Duke University Medical Center [online]
US Environmental Protection Agency, "America's Children and the Environment" [online]

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Teen ADD (Attention Defecit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder) statistics and facts. Learn more about ADD and ADHD in children, and ADHD and ADD in teenagers also more about their chances of having adult ADD or adult ADHD.

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teen depression

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10.6% o f teens.

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States with rankings 1-13 have lower prevalence of mental illness and higher rates of access to care for youth. States with rankings 39-51 indicate that youth have higher prevalence of mental illness and lower rates of access to care.

The 7 measures that make up the Youth Ranking include:

1. Youth with At Least One Major Depressive Episode (MDE) in the Past Year

2. Youth with Substance Use Disorder in the Past Year

3. Youth with Severe MDE

4. Youth with MDE who Did Not Receive Mental Health Services

5. Youth with Severe MDE who Received Some Consistent Treatment

6. Children with Private Insurance that Did Not Cover Mental or Emotional Problems

7. Students Identified with Emotional Disturbance for an Individualized Education Program.

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States with rankings 1-13 have lower prevalence of mental illness and higher rates of access to care for youth. States with rankings 39-51 indicate that youth have higher prevalence of mental illness and lower rates of access to care.

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Youth with Severe Major Depressive Episode 2022 ... 10.6% of youth (or over 2.5 million youth) cope with severe major depression https://www.cdc.gov/childrensmentalhealth/features/anxiety-depression-children.html

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Centers for Disease Control and Prevention

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Many children have fears and worries, and may feel sad and hopeless from time to time. Strong fears may appear at different times during development. For example, toddlers are often very distressed about being away from their parents, even if they are safe and cared for. Although some fears and worries are typical in children, persistent or extreme forms of fear and sadness could be due to anxiety or depression. Learn about anxiety and depression in children.

Facts

Anxiety and depression affect many children

9.4% of children aged 3-17 years (approximately 5.8 million) had diagnosed anxiety in 2016-2019.

4.4% of children aged 3-17 years (approximately 2.7 million) have diagnosed depression in 2016-2019.

Anxiety and depression have increased over time

"Ever having been diagnosed with either anxiety or depression" among children aged 6-17 years increased from 5.4% in 2003 to 8% in 2007 and to 8.4% in 2011-2012.

"Ever having been diagnosed with anxiety" among children aged 6-17 years increased from 5.5% in 2007 to 6.4% in 2011-2012.

"Ever having been diagnosed with depression" among children aged 6-17 years did not change between 2007 (4.7%) and 2011-2012 (4.9%).

Learn more facts about children's mental health
Anxiety

When children do not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play activities, the child may be diagnosed with an anxiety disorder. Examples of different types of anxiety disorders include

Being very afraid when away from parents (separation anxiety)

Having extreme fear about a specific thing or situation, such as dogs, insects, or going to the doctor (phobias)

Being very afraid of school and other places where there are people (social anxiety)

Being very worried about the future and about bad things happening (general anxiety)

Having repeated episodes of sudden, unexpected, intense fear that come with symptoms like heart pounding, having trouble breathing, or feeling dizzy, shaky, or sweaty (panic disorder)

Anxiety may present as fear or worry, but can also make children irritable and angry. Anxiety symptoms can also include trouble sleeping, as well as physical symptoms like fatigue, headaches, or stomachaches. Some anxious children keep their worries to themselves and, thus, the symptoms can be missed.

Depression

Occasionally being sad or feeling hopeless is a part of every child's life. However, some children feel sad or uninterested in things that they used to enjoy, or feel helpless or hopeless in situations they are able to change. When children feel persistent sadness and hopelessness, they may be diagnosed with depression.

Examples of behaviors often seen in children with depression include

Feeling sad, hopeless, or irritable a lot of the time

Not wanting to do, or enjoy doing, fun things

Showing changes in eating patterns - eating a lot more or a lot less than usual

Showing changes in sleep patterns - sleeping a lot more or a lot less than normal

Showing changes in energy - being tired and sluggish or tense and restless a lot of the time

Having a hard time paying attention

Feeling worthless, useless, or guilty

Showing self-injury and self-destructive behavior

Extreme depression can lead a child to think about suicide or plan for suicide. For youth ages 10-24 years, suicide is among the leading causes of death. Read about youth suicide prevention

Some children may not talk about their helpless and hopeless thoughts, and may not appear sad. Depression might also cause a child to make trouble or act unmotivated, causing others not to notice that the child is depressed, or to incorrectly label the child as a trouble-maker or lazy.

Treatment for Anxiety and Depression

The first step to treatment is to talk with a healthcare provider, such as your child's primary care provider or a mental health specialist, about getting an evaluation. Some of the signs and symptoms of anxiety or depression in children could be caused by other conditions, such as trauma. A mental health professional can develop a therapy plan that works best for the child and family. Behavior therapy includes child therapy, family therapy, or a combination of both. For very young children, involving parents in treatment is key; the school can also be included in the treatment plan. Consultation with a healthcare provider can help determine if medication should be part of the treatment.

If you need help finding treatment, visit MentalHealth.gov.

Managing Symptoms: Staying Healthy

Being healthy is important for all children, and can be especially important for children with depression or anxiety. In addition to getting the right treatment, leading a healthy lifestyle can play a role in managing symptoms of depression or anxiety. Here are some healthy behaviors that may help:

Having a healthy eating plan centered on fruits, vegetables, whole grains, legumes (beans, peas, and lentils), lean protein sources, and nuts and seeds

Participating in physical activity each day based on age

Getting the recommended amount of sleep each night based on age

Practicing mindfulness or relaxation techniques

References

1. Bitsko RH, Claussen AH, Lichtstein J, Black LJ, Everett Jones S, Danielson MD, Hoenig JM, Davis Jack SP, Brody DJ, Gyawali S, Maenner MM, Warner M, Holland KM, Perou R, Crosby AE, Blumberg SJ, Avenevoli S, Kaminski JW, Ghandour RM. Surveillance of Children's Mental Health - United States, 2013 - 2019 MMWR, 2022 / 71(Suppl-2);1-42. [Read article]

2. Bitsko RH, Holbrook JR, Ghandour RM, Blumberg SJ, Visser SN, Perou R, Walkup J. Epidemiology and impact of healthcare provider-diagnosed anxiety and depression among U.S. children. Journal of Developmental and Behavioral Pediatrics. 2018;39:395-403. [Read article]

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Anxiety and depression in children: Get the facts | CDC

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Information about Children's Mental Health. Provided by the Centers for Disease Control and Prevention (CDC).

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“I have ADHD…..so what?” In many ways, so what is right. Mostly, you are just a regular teen, with all the ups and downs that come with being a teenager. In other ways, growing up and heading towards adulthood with attention-deficit/hyperactivity disorder may present some unique challenges. People…

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25% of girls have Self Esteem

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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national institutes of health, nearly 1 in 3 of all adolescents ages 13 to 18 experience anxiety

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

# data[].attributes.attachment_link.keywords[]
anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

# data[].attributes.attachment_link.title
Anxiety in Teens is Rising: What's Going On?

# data[].attributes.attachment_link.description
The number of teens with anxiety disorders has been rising steadily―along with hospital admissions for teens who are suicidal. This leaves parents, teachers, and anyone who interacts with these kids with many concerning questions. Read on.

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teen adhd

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Teen depression is a serious problem. It causes you to lose interest in things you liked

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Overview

Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities. It affects how your teenager thinks, feels and behaves, and it can cause emotional, functional and physical problems. Although depression can occur at any time in life, symptoms may be different between teens and adults.

Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for teens. But for some teens, the lows are more than just temporary feelings - they're a symptom of depression.

Teen depression isn't a weakness or something that can be overcome with willpower - it can have serious consequences and requires long-term treatment. For most teens, depression symptoms ease with treatment such as medication and psychological counseling.

Symptoms

Teen depression signs and symptoms include a change from the teenager's previous attitude and behavior that can cause significant distress and problems at school or home, in social activities, or in other areas of life.

Depression symptoms can vary in severity, but changes in your teen's emotions and behavior may include the examples below.

Emotional changes

Be alert for emotional changes, such as:

Feelings of sadness, which can include crying spells for no apparent reason

Frustration or feelings of anger, even over small matters

Feeling hopeless or empty

Irritable or annoyed mood

Loss of interest or pleasure in usual activities

Loss of interest in, or conflict with, family and friends

Low self-esteem

Feelings of worthlessness or guilt

Fixation on past failures or exaggerated self-blame or self-criticism

Extreme sensitivity to rejection or failure, and the need for excessive reassurance

Trouble thinking, concentrating, making decisions and remembering things

Ongoing sense that life and the future are grim and bleak

Frequent thoughts of death, dying or suicide

Behavioral changes

Watch for changes in behavior, such as:

Tiredness and loss of energy

Insomnia or sleeping too much

Changes in appetite - decreased appetite and weight loss, or increased cravings for food and weight gain

Use of alcohol or drugs

Agitation or restlessness - for example, pacing, hand-wringing or an inability to sit still

Slowed thinking, speaking or body movements

Frequent complaints of unexplained body aches and headaches, which may include frequent visits to the school nurse

Social isolation

Poor school performance or frequent absences from school

Less attention to personal hygiene or appearance

Angry outbursts, disruptive or risky behavior, or other acting-out behaviors

Self-harm - for example, cutting or burning

Making a suicide plan or a suicide attempt

What's normal and what's not

It can be difficult to tell the difference between ups and downs that are just part of being a teenager and teen depression. Talk with your teen. Try to determine whether he or she seems capable of managing challenging feelings, or if life seems overwhelming.

When to see a doctor

If depression signs and symptoms continue, begin to interfere in your teen's life, or cause you to have concerns about suicide or your teen's safety, talk to a doctor or a mental health professional trained to work with adolescents. Your teen's family doctor or pediatrician is a good place to start. Or your teen's school may recommend someone.

Depression symptoms likely won't get better on their own - and they may get worse or lead to other problems if untreated. Depressed teenagers may be at risk of suicide, even if signs and symptoms don't appear to be severe.

If you're a teen and you think you may be depressed - or you have a friend who may be depressed - don't wait to get help. Talk to a health care provider such as your doctor or school nurse. Share your concerns with a parent, a close friend, a spiritual leader, a teacher or someone else you trust.

Symptoms

Suicide is often associated with depression. If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your mental health professional.

Contact a suicide hotline.

In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. The Spanish language phone line is 1-888-628-9454 (toll-free). Services are free and confidential.

Or contact a crisis service for teenagers in the U.S. called TXT 4 HELP: Text the word "safe" and your current location to 4HELP (44357) for immediate help, with the option for interactive texting.

Seek help from your primary care doctor or other health care provider.

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If a loved one or friend is in danger of attempting suicide or has made an attempt:

Make sure someone stays with that person.

Call 911 or your local emergency number immediately.

Or, if you can do so safely, take the person to the nearest hospital emergency room.

Never ignore comments or concerns about suicide. Always take action to get help.

Causes

It's not known exactly what causes depression, but a variety of issues may be involved. These include:

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that carry signals to other parts of your brain and body. When these chemicals are abnormal or impaired, the function of nerve receptors and nerve systems changes, leading to depression.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression.

Inherited traits. Depression is more common in people whose blood relatives - such as a parent or grandparent - also have the condition.

Early childhood trauma. Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that increase the risk of depression.

Learned patterns of negative thinking. Teen depression may be linked to learning to feel helpless - rather than learning to feel capable of finding solutions for life's challenges.

Risk factors

Many factors increase the risk of developing or triggering teen depression, including:

Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems

Having been the victim or witness of violence, such as physical or sexual abuse

Having other mental health conditions, such as bipolar disorder, an anxiety disorder, a personality disorder, anorexia or bulimia

Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)

Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma

Having certain personality traits, such as low self-esteem or being overly dependent, self-critical or pessimistic

Abusing alcohol, nicotine or other drugs

Being gay, lesbian, bisexual or transgender in an unsupportive environment

Family history and issues with family or others may also increase your teenager's risk of depression, such as:

Having a parent, grandparent or other blood relative with depression, bipolar disorder or alcohol use problems

Having a family member who died by suicide

Having a family with major communication and relationship problems

Having experienced recent stressful life events, such as parental divorce, parental military service or the death of a loved one

Complications

Untreated depression can result in emotional, behavioral and health problems that affect every area of your teenager's life. Complications related to teen depression may include, for example:

Alcohol and drug misuse

Academic problems

Family conflicts and relationship difficulties

Suicide attempts or suicide

Prevention

There's no sure way to prevent depression. However, these strategies may help. Encourage your teenager to:

Take steps to control stress, increase resilience and boost self-esteem to help handle issues when they arise

Practice self-care, for example by creating a healthy sleep routine and using electronics responsibly and in moderation

Reach out for friendship and social support, especially in times of crisis

Get treatment at the earliest sign of a problem to help prevent depression from worsening

Maintain ongoing treatment, if recommended, even after symptoms let up, to help prevent a relapse of depression symptoms

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This serious mental health problem affects how your teenager thinks, feels and behaves, and can cause emotional, functional and physical problems.

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pepol sufer from anxinty a chart of that is uprard of 32% to 35 % out of a hundred

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4.1

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According to the National Institute of Mental Health:

4.1% of the adult US population has ADHD.

41.3% of these cases are considered severe.

Average age of onset is 7 years old.

3 to 5 percent, or about 2 million, of American teens suffer from ADHD or ADD.

7 percent of parents will have a teen with ADD or ADHD.

An average class is likely to have at least one teen ADD or ADHD.

According to the National Mental Health Association it is the most common childhood mental disorder, and remains among the most common in the teenage years.

Up to 50 percent of teens with ADHD or ADD may never be diagnosed, especially among those without health insurance.

Some researchers suggest that ADHD and ADD are over-diagnosed among those with health insurance.

There has been a recent increase in diagnosis of teen ADHD and ADD, probably due to more understanding of the condition and broader definitions of the disorder, according to Duke University Medical Center.

ADHD is most common in childhood.

10.1% of all 5-17 year old youth are diagnosed with ADHD at some point.

14% of those are boys.

5.9% are girls.

About 30 to 60 percent of patients continue to be affected into adulthood.

About 80 percent of children who need medication for ADHD still need it as teenagers.

About 50 percent still need medication as adults.

Teen ADD and ADHD are 2 to 3 times more common among boys than girls.

Non-hispanic white teens are about twice as likely to be diagnosed with ADD or ADHD.

8 % white

4% Hispanic

5% African-American

14% of white teens living below the poverty level have been diagnosed with ADD or ADHD.

Among teens who suffer from ADHD or ADD, 30 to 40 percent have another close relative who also has ADD or ADHD, suggesting a genetic component of ADHD and ADD.

Teen ADD and ADHD are usually accompanied by at least one other behavioral or developmental problem, and a higher risk of juvenile delinquency.

About 50% of teens who have learning disabilities also have ADD or ADHD.

Likewise, nearly 50% of those with ADD or ADHD also have a learning disability.

15 to 20 percent have specific learning disability, which affects a teen's ability to understand or use language effectively.

20 to 40 percent of teens with ADHD or ADD also develop conduct disorder, which often leads the teen to steal, lie, bully, disrespect the rights of others, or act aggressively toward people and animals. Because teens with conduct disorder frequently break the law, and are at higher risk for substance abuse, it is very important to get them help and help stop juvenile crime.

Teens with ADHD or ADD are four times more likely to get into automobile accidents.

They are three times more likely to get speeding tickets.

And are more likely to be in accidents that cause bodily injury.

18 percent of deaths due to speed-related accidents are teenagers, these are important numbers to consider for parents when deciding rules for ADHD or ADD teens who want to drive.

Stimulants are an effective treatment for 70 to 80 percent of ADHD and ADD sufferers.

Nonstimulants (Strattera) are effective for about 70 percent.

Diet restrictions - such as avoiding sugar or food additives - help about 5 percent of ADHD or ADD teens, often those who suffer from food allergies.

Teen ADD / ADHD Statistics Sources:

National Institute for Mental Health [online]
National Mental Health Association [online]
WebMD/The Cleveland Clinic [online]
U.S. National Library of Medicine and the National Institutes of Health, MedlinePlus Medical Encyclopedia: "Attention Deficit Hyperactivity Disorder" [online]
About.com, ADD and ADHD Statistics: Your Guide to Parenting of Adolescents, "CDC Report Looks at Attention-Deficit/Hyperactivity Disorder" [online]
Center for Disease Control, cdc.gov [online]
Duke University Medical Center [online]
US Environmental Protection Agency, "America's Children and the Environment" [online]

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Teen ADD (Attention Defecit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder) statistics and facts. Learn more about ADD and ADHD in children, and ADHD and ADD in teenagers also more about their chances of having adult ADD or adult ADHD.

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7.6 teens have seperate anxiety

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April is Stress Awareness Month. We will publish a series of helpful articles on the topic over the next few weeks, so keep checking back or follow us on Facebook to get notified.
Stress is part of life for everyone. From children to adolescents to adults, we all deal with some amount of stress every day of our lives. It's normal. Complications begin when stress becomes chronic, which means that, over a six-month period, the stressful days outnumber the non-stressful days. Chronic stress has significant negative physical and emotional effects - for everyone, not only adults.

Chronic stress can either cause or contribute to the following physical problems:

High blood pressure

Decreased immune function

Heart Disease

Obesity

Fatigue

Chronic stress can either cause or contribute to the following emotional issues:

Depression

Irritability

Feeling overwhelmed

Negative/pessimistic thoughts

Anxiety

We'll focus on that last bullet point: anxiety.

Like stress, anxiety is part of life for everyone. We all deal with a little bit of anxiety every day. It only becomes a problem when it persists, and we lack the coping skills to process the associated symptoms in healthy and productive ways. If your teen complains about being stressed or anxious, you should take it seriously. For adults, it's both tempting and easy to minimize teen stress and anxiety because - well, from our perspective, they don't have to deal with half of what we do.

But minimizing teen stress and teen anxiety is a mistake. Here's a fact: their stress is every bit as real for them as it is for us. So are the negative physical and emotional consequences of their stress. And if your teen's stress becomes chronic, they're at increased risk of developing an anxiety disorder.

Anxiety Disorders in Adolescents

For the sake of simplicity, we'll use a clinical definition of Generalized Anxiety Disorder (GAD) to help you gauge the severity of your teen's stress. When the symptoms of stress cross the threshold from typical to the level of a psychological disorder, that's when you need to pay special attention. And that's when the professionals say it's time to seek help.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-V) defines GAD as "...excessive anxiety and worry about a number of activities or events occurring more days than not for at least six months." The DSM-V identifies the following symptoms of anxiety:

1. Restlessness, feeling on edge.

2. Getting tired easily.

3. Difficulty concentrating, or feeling their mind is blank.

4. Irritability

5. Muscular tension.

6. Sleep disturbances.

If your teen displays any of these symptoms on more days than not for six months or more, the most prudent course of action is to consult a mental health professional for a full psychiatric assessment. This list is not an at-home diagnostic tool - it's meant to help you decide if your child needs professional help or not.

Now, for the statistics on adolescent anxiety and stress.

The Child Mind Institute reports that:

19.3% of teens have a specific phobia

9.1% of teens have social anxiety disorder

7.6% of teens have separation anxiety

2.3% of teens have a panic disorder

2.2% of teens have Generalized Anxiety Disorder

In addition, he National Institute of Mental Health reports that:

31.9% of teens have some type of anxiety disorder

8.3 % of those with an anxiety disorder have severe impairment as a result.

38% of female teens have an anxiety disorder.

26.1% of male teens have an anxiety disorder.

The American Psychological Association reports that:

10% say stress causes them to get lower grades than they think they can get

59% say balancing all their activities causes stress

40% say they neglect home responsibilities due to stress.

40% say they're irritable due to stess

37% said stress causes them to feel overwhelmed

36% say they feel tired because of stress.

30% say they feel sad or depressed because of stress.

Remember: stress is normal. Stress is part of life for every organism on the planet, humans included. Stress itself is not inherently bad. However, when stress is chronic and/or affects daily functioning, that's when it has the potential to cause problems, and possibly develop into an anxiety disorder. As mentioned above, if you think your child or teen may have an anxiety disorder, seek professional help. If, on the other hand, you think your child or teen simply needs help coping with their stress, there are some very simple steps to take.

Help Your Teen Deal With Stress

None of this advice will seem new or groundbreaking to you. It's mostly common sense - but when things get stressful, common sense can go out the window. If your teen's stress is causing you so much stress you forget you already know what to do about it, consult the following list. It will help both you and your teenager get back on track.

How to Decrease Teen Stress

1. Make sure your teen eats healthy food regularly.

2. Make sure your teen gets plenty of exercise.

3. Make sure your teen gets plenty of outdoor time.

4. Make sure your teen gets plenty of sleep.

5. Avoid caffeine.

6. Avoid sodas and sugary snacks when possible.

7. Teach your teen basic mindfulness techniques, such as deep breathing, yoga, tai chi, or self-relaxation.

8. Encourage your teen to reframe self-talk from negative to positive. Instead of "I'm the worst at math," they can say "Math is challenging but I'm working on it every day."

9. Encourage your teen to spend time more time with positive friends. Sure, teenagers can be a moody bunch at times, but some glorify the doom and gloom. Help your teen know when enough is enough.

10. Take a break. If life is too scheduled, rigid, and filled with one activity after another, all day every day, consider a week off, spent doing simple things like listening to music, drawing, riding bikes, walking the dog, and talking to old friends.

Early Intervention Works

Left unaddressed, stress can lead to long-term health problems. Left untreated, anxiety can become a crippling psychological and emotional disorder. The good news is that there are proven-effective ways to address and treat both stress and anxiety. A stressed teenager can benefit from any and all activities on the list above, while a teen with a clinical anxiety disorder can benefit from professional treatment, which typically includes a combination of therapy, medication, and basic lifestyle adjustments. In both cases, the sooner you begin taking proactive steps to help a stressed out or anxious teen, the better. The most important thing for you to do, as a parent, is listen. That's the beginning: what you do next and how you help depends on what they say. The fix may be simple, or it may be complex, but it all starts with open, honest, and direct communication.

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Teen Stress and Anxiety: Facts and Statistics

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April is Stress Awareness Month. We will publish a series of helpful articles on the topic over the next few weeks, so keep checking back or follow us on Facebook to get notified. Stress is part of life for everyone. From children to adolescents to adults, we all deal with some amount of stress every day of our lives.

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https://www.pewresearch.org/fact-tank/2019/07/12/a-growing-number-of-american-teenagers-particularly-girls-are-facing-depression/

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Depression has become increasingly common among American teenagers - especially teen girls, who are now almost three times as likely as teen boys to have had recent experiences with depression.

In 2017, 13% of U.S. teens ages 12 to 17 (or 3.2 million) said they had experienced at least one major depressive episode in the past year, up from 8% (or 2 million) in 2007, according to a Pew Research Center analysis of data from the 2017 National Survey on Drug Use and Health.

One-in-five teenage girls - or nearly 2.4 million - had experienced at least one major depressive episode (the proxy measure of depression used in this analysis) over the past year in 2017. By comparison, 7% of teenage boys (or 845,000) had at least one major depressive episode in the past 12 months.

The total number of teenagers who recently experienced depression increased 59% between 2007 and 2017. The rate of growth was faster for teen girls (66%) than for boys (44%).

While teenage girls are more likely to have faced depression than their male peers, they are also more likely to have received treatment by seeing a professional or taking medication. Among teen girls who had recent depressive episodes, 45% received treatment for depression over the past year. By comparison, 33% of teen boys with recent depressive episodes received treatment.

The number of adults who had experienced depression also increased from 14.8 million in 2007 to 17.3 million in 2017, though the share remained the same (7%). Adults also differed by gender in their experiences with depression (9% of women vs. 5% of men).

Adults who have experienced depression are treated at higher rates than teens. Among adults who had recent depressive episodes, about two-thirds (67%) received treatment. Again, women who had a recent experience with depression (72%) were more likely than men (58%) to receive treatment.

Teens express concern about anxiety and depression among peers, feel day-to-day pressures

Seven-in-ten U.S. teens said anxiety and depression is a major problem among people their age in the community where they live, according to a Pew Research Center survey of teenagers ages 13 to 17 conducted in fall 2018. An additional 26% cited anxiety and depression as a minor problem.

About three-in-ten teens (29%) said they felt tense or nervous about their day every or almost every day, and 45% said they felt tense or nervous sometimes. About a third of teen girls (36%) reported feeling this way every day or almost every day, compared with 23% of teen boys.

Academic and social pressures are among the reasons cited by experts who have studied teen depression. The Center's survey asked about some of those pressures teens face in their daily lives. About six-in-ten teens (61%) said they personally felt a lot of pressure to get good grades, while roughly three-in-ten reported a lot of pressure to look good and fit in socially (29% and 28%, respectively).

About this analysis

This analysis uses data from the 2017 National Survey on Drug Use and Health (NSDUH), which is directed by the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration and overseen by the Center for Behavioral Health Statistics and Quality.

"Major depressive episode" is used throughout this analysis as a proxy measure of depression; as such, that term and "depression" are used interchangeably. A " major depressive episode " is defined as a period of at least two weeks when a person experienced a depressed mood or loss of interest or pleasure in daily activities and had a majority of specific depression symptoms in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). "Treatment" of depression is defined in the NSDUH survey as seeing or talking to a health or alternative service professional or using prescription medication for depression in the past year.

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A growing number of American teenagers - particularly girls - are facing depression

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Depression is rising among American teenagers, and teen girls are particularly likely to have had recent depressive episodes.

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https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Anxiety-Disorders.aspx#:~:text=According%20to%20the%20Nation

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Anxiety in Teens is Rising: What's Going On?

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By: Claire McCarthy, MD, FAAP According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

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Yes, a lot of teenagers struggle with mental health, not just one person.

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What kids struggling
and about This figure includes: 388,000 (2.4 percent) of young children aged 2 to 5 years. 2.4 million (9.6 percent) of school-age children aged 6 to 11 years.

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ADD vs. ADHD: Differences and Symptoms in Children and Adults

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“ADD” is an outdated term for “ADHD,” but there is confusion. “ADD” is sometimes used to describe a type of ADHD. Learn about ADHD and its differences.

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Yes a lot of teens strugle woth some but not others

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By adjusting for the global demographic structure in 2020, the prevalence of persistent adult ADHD was 2.58% and that of symptomatic adult ADHD was 6.76%, translating to 139.84 million and 366.33 million affected adults in 2020 globally.Feb 11, 2021

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according to the article 32% of teen have anxiety.

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Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating. When anxiety starts to affect a teen's daily functioning, it becomes a problem.

What Is Teen Anxiety?

According to the National Institute of Mental Health, there are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.

Generalized Anxiety Disorder (GAD)

Generalized anxiety disorder, or GAD, is the most common form of anxiety. GAD is defined as excessive and persistent worry about life issues. A teen with GAD may be anxious about school, the future, the well-being of a friend or family member, or other challenges. People with GAD may worry more than seems called for by actual events, and find it difficult to control their worry.

Some physical symptoms associated with GAD are headaches, tight muscles, vomiting, stomachaches, and fatigue.

Panic Disorder

Panic disorder is another type of anxiety disorder. A panic disorder can manifest as a panic attack -sudden feelings of terror when there is no actual danger. A panic attack is so terrifying that people who suffer from this disorder often do anything possible to avoid situations or experiences that may trigger it.

Panic attacks can happen anywhere, at any time, and without warning. This may cause problems in a teen's everyday life. In extreme cases, panic disorder can lead to an inability to leave home for school, work, or social events.

Phobia Disorder

There are several types of phobia disorders. Teens who struggle with phobias feel an abnormal amount of anxiety and fear about a specific thing, or several things. Even if their phobia is connected to something potentially dangerous, such as heights or insects, their fear regarding that situation or object is more extreme than reality warrants.

Anxiety in Teens

According to the National Institute of Mental Health (NIMH), teens have higher levels of anxiety than adults. NIMH found that 19 percent of all US adults have suffered from an anxiety disorder in the last year, as opposed to nearly 32 percent of teens. In addition, teen girls suffer from anxiety disorders more than any other group. NIMH's findings showed that 38 percent of female adolescents suffer from an anxiety disorder, versus 26 percent of male adolescents.

Why Are Teen Anxiety Statistics So High, and Why Is It a Problem?

Teen anxiety statistics are at an all-time high, and they seem to be only increasing. Research done by the National Survey of Children's Health found that the rate of young people diagnosed with anxiety disorders between the ages of six and 17 increased by 20 percent between the years 2007 and 2012.

The Higher Education Research Institute found similar data for teens aged 18 and 19. In 1985, they asked freshmen at the University of California Los Angeles (UCLA) if they "felt overwhelmed by all they had to do." In 1985, 18 percent said that they did. In the year 2000, 28 percent of UCLA's first-year students felt overwhelmed, and by 2016 almost 41 percent of first-year students felt that way.

Cleary, evidence shows that anxiety in teens is at an all-time high. However, experts aren't sure exactly why. Some leading theories include the following:

The high pressure teens feel to be successful: Teens, more than ever, feel pressure to succeed. Surveys of eighth graders find that young people believe they need to pick a career as soon as possible, and are constantly comparing themselves to others in their class. Today's high school students experience overwhelming levels of pressure regarding academic aptitude, athletic ability, and extracurricular engagement, based on the increased requirements for college acceptance and career advancement. Teens face intense competition regarding standardized testing, college admissions, and career planning.

External influences can alter our perceptions: Having constant access to news and information can create heightened levels of anxiety in teens. It can be hard to feel safe when we are constantly faced with media focusing on negative news. For many teens, this leads to higher levels of anxiety.

Social Media: A large body of research shows that teenagers who use social media often are more anxious and unhappy than those who don't. Comparing themselves to others has a negative effect on well-being. Moreover, spending time online keeps teems from doing healthier activities, such as exercising or interacting with friends and family.

Untreated anxiety can be dangerous in several ways. For one, substance abuse often accompanies anxiety as a co-occurring disorder. Teens who suffer from anxiety disorders find temporary relief through the use of drugs and/or alcohol. The possibility of addiction intensifies when a teen is trying to self-medicate to alleviate anxiety. Alcohol and benzodiazepines are two examples of substances teens commonly use to self-medicate undiagnosed anxiety disorders. These substances affect the brain in a similar way, providing momentary decreases in anxiety. And they are also two of the most addictive and easily accessible substances for teens.

Furthermore, if anxiety remains untreated, the probability increases that a teen will attempt suicide. The National Center for Biotechnology Information found that 70 percent of people with a lifelong history of suicide attempts had an anxiety disorder. According to their research, "Anxiety disorders, especially panic disorder and PTSD, are independently associated with suicide attempts. Clinicians need to assess suicidal behavior among patients presenting with anxiety problems.

What Can Parents Do to Help?

When it comes to teen anxiety, early intervention is critical. Parents shouldn't wait for a teen to "grow out of it." It's critical to seek help as soon as you see warning signs-before teens are abusing substances, developing suicidal ideations, or engaging in risky behaviors in order to relieve their anxiety.

Pay attention to what your child is experiencing. Be aware that their feelings are very real to them, even if it they don't make sense to you.

Stay calm when your child becomes anxious. If they see that you are relaxed, it may help them to calm down. Rather than getting angry or frustrated, show compassion and understanding.

Recognize and celebrate a teen's achievements and their courage in facing anxiety.

Don't use punishment in an attempt to curtail anxiety; this is not useful or effective.

Change your expectations during periods of high stress, such as during standardized testing or before events that you know will make your child anxious.

If you take your teen to a mental health professional, be sure to let them know of any suspicions you may have of substance abuse or other harmful behaviors. Mental health professionals can provide anxiety-management tools and interventions.

Here are some simple tips:

Anxiety in teens is a rising problem. If you notice your teen is having anxiety-related issues and/or drug or alcohol misuse, contact us. We can guide you through the next steps to get your teen the help they need.

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Teen Anxiety Statistics Are on The Rise - How Can You Help Your Teen?

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Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating.

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https://www.dosomething.org/us/facts/11-facts-about-teens-and-self-esteem
20% of teenagers have bad self esteem

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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yes i think teens most definitely struggle with mental health

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over 2.4 million kids have hdhd https://www.additudemag.com/3-types-of-adhd/

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People with positive self esteem feel good about themselves and people with bad self esteem feel bad and not good with themselves.

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How Can I Improve My Self-Esteem? (for Teens) - Nemours KidsHealth

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We all have problems with self-esteem at certain times in our lives. Here are some tips that might help.

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Did you know that 1 in 3 of all adolescents ages 13 to 18 will experience anxiety

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When Is Anxiety Normal?

It's normal to feel anxious, nervous, or worried at times. Maybe you've felt anxious when you had to talk in front of a group. Or nervous before a tryout or a big test. Maybe you have felt anxious when you weren't sure your surroundings were safe. Or worried when a loved one was sick.

Most people have felt like this.

Anxious feelings can be uncomfortable - but they serve a purpose. They warn that something that matters to you is at stake. With anxious feelings, you might think, "I need to do well here." Or, "This counts - get ready." Or, "Be careful."

Anxiety sets off the body's fight-or-flight response. This is also called the stress response. It's a normal release of hormones that helps you gather the focus and energy you need for a challenge or possible threat. The fight-or-flight response causes the physical feelings that can happen with anxiety.

For example, when you're anxious, you might feel 'butterflies' in your stomach. Or you might have sweaty palms or shaky hands. You might notice your mouth is a little dry. Or your face feels a little warm. You might feel your breathing or heartbeat get faster. With anxiety, you might feel one - or a few - of these.

Feelings like these can help you do what you need to do. You can go ahead with the tryout or take the exam - even though you're nervous. You can check your surroundings to make sure you're safe. You can focus on what a loved one needs and plan how to help instead of getting caught up in the worry.

When you know that anxiety is normal for the situation, you can let go of focusing all your attention on the anxious thoughts and feelings. Instead, you can turn your attention to what you need to do. You don't need to do things to make anxiety 'go away.' You can take a breath and face the challenge. You'll find that anxiety fades on its own.

When Is Anxiety a Problem?

Some people feel anxiety that is too intense. It seems like more than they can cope with. Worries or fears take up too much of their time and energy. Some people might begin to avoid things that make them anxious. These things can be signs of an anxiety disorder.

If you feel like anxiety is too much, tell a parent, school counselor, or your doctor. There are treatments for anxiety disorders. The sooner you start getting help, the better you will feel.

Date reviewed: March 2022

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Anxiety is a natural part of life, and most of us experience it from time to time. Find out about normal anxiety and learn when anxiety can develop into a problem for some people.

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20% of teens suffer depression.

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Dat Tan Nguyen 1*,

E. Pamela Wright ²,

Christine Dedding 3†,

Tam Thi Pham ¹ and

Joske Bunders ³

Faculty of Public Health - Can Tho University of Medicine and Pharmacy, Can Tho City, Vietnam

Guelph International Health Consulting, Amsterdam, Netherlands

VU University Athena Institute, Faculty of Earth and Life Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.

Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam. A structured questionnaire was applied to ask about self-esteem, depression, anxiety, educational stress, and suicidal ideation.

Results: Students with low self-esteem were detected at a prevalence of 19.4%. High educational stress and physical and emotional abuse by parents or other adults in the household were major risk factors correlated to low self-esteem, while a protective factor for low self-esteem was attending supplementary classes. An association among lower self-esteem and increased anxiety, depression, and suicidal ideation was detected.

Conclusions: Self-esteem is associated with anxiety, depression, and academic stress, which significantly affect students' quality of life and links to suicidal ideation. These results therefore suggested the need for a school-based or web-based provision aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Introduction

It is well recognised that adolescence is one of the most rapid phases of human development ( 1). It is characterised by a rapid physical, social, and cognitive growth, as well as changes in self-esteem. Self-esteem is reported to have a significant impact on important life outcomes including health and social outcomes during adolescence and adulthood. For example, there is a clear connection between higher self-esteem and positive outcomes, such as occupational success, better social relationships, a sense of well-being, and positive perceptions by peers, academic achievement, and good coping skills ( 2, 3). Low self-esteem is causally related to depression, substance abuse, antisocial behaviour, and suicide ( 4- 6). The literature demonstrates that social functioning, such as acceptance by peers, is lower in children with low self-esteem ( 7).

Extensive research has explored risk and protective factors related to low self-esteem development during adolescence. Reported risk factors include being a girl ( 6, 8, 9), the family's low socioeconomic status ( 10), parents' education level, family eligibility for public assistance, eligibility for free or reduced-cost school meals, the parents' employment status ( 11), and school performance and grades ( 6, 12), as well as obesity ( 13).

Academic achievement is known to be affected by self-esteem, while self-esteem may also influence academic achievement ( 7). High self-esteem is reported as an important predictive factor for students' academic achievement ( 14). Another study found that while high self-esteem resulted in many positive outcomes and benefits, it did not necessarily lead to good school performance ( 15). On the other hand, adolescents with poor academic results did not always have low general self-esteem ( 16).

There is an association between low self-esteem and negative outcomes for young people's behavioural and mental health problems, including health-compromising behaviours such as substance abuse, early sexual activity, and eating problems ( 17). A longitudinal study among a large sample of young New Zealanders found, however, that while low self-esteem significantly predicted adolescent eating and other health-compromising behaviours, it was not related to substance abuse and early sexual activity ( 18). With regard to mental health, a correlation has been detected between low self-esteem and depression ( 19, 20), anxiety ( 10, 21), and adolescents' suicidal ideation and attempts ( 18, 22).

Reports during the past few years indicate that there is a strong relationship between academic pressure and stress, depression, anxiety, low self-esteem, and suicidal ideation among students in secondary or high school and in young adults ( 23- 25). A study describing perceptions about mental illness in Hue in Vietnam noted that "studying or thinking too much" is a cause of mental health problems ( 26). In Vietnamese culture, the pressure from parents and schools might be expected to have an unintended effect, leading to lower self-esteem and associated outcomes seen elsewhere among high school students. There are as yet no reports of systematic studies on this issue in Vietnam, and there are few reports of descriptive or analytical research into adolescent self-esteem.

This is particularly relevant since we found high levels of depression, anxiety, and suicidal ideation among secondary school students in Vietnam [Nguyen, D. T., Dedding, C., Pham, T. T., Wright, P., & Bunders, J. ( 25)]. This article reports on a study that aimed to determine (1) the prevalence of low self-esteem; (2) the characteristics associated with low self-esteem; and (3) the relationships among self-esteem and anxiety, depression, educational stress, and suicidal ideation in secondary school students. We hypothesised that low self-esteem would be associated with a greater risk of poor mental health status.

Materials and Methods

Study Design and Participants

A cross-sectional study design was used to recruit 1,260 students at three secondary schools in urban and suburban areas in Cantho City in Vietnam. All data were collected during the first academic semester, from September to December 2011. A more detailed description of the sampling and its participants can be found elsewhere ( 25).

Measures

All participants were invited to provide information by self-reporting using a questionnaire. This was done after class or at home anonymously to minimise potential reporting bias and to keep information confidential. The detailed components of the questionnaire have been described elsewhere ( 25).

The 10-item Rosenberg Self-esteem Scale ( 21, 27) was used to assess global self-esteem, with higher scores indicating more positive self-regard. Each item asked for response using a 4-point Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree). The scale is generally reliable, with test-retest correlations value between 0.82 and 0.88 ( 21). The Cronbach α of the scale in the present study was 0.77. The scale ranges from 0 to 30: a score greater than 25 suggests high self-esteem; scores between 15 and 25 are considered to be within normal range, whereas scores less than 15 suggest low self-esteem (Morris Rosenberg).

A more detailed method description on employing the Center for Epidemiology Studies Depression (CES-D), the anxiety scale, and the Educational Stress Scale for Adolescents for this study is available ( 25).

To address the issue of suicidal ideation, additional questions on whether the student had ever seriously considered suicide or made a suicide plan used a 3-point scale (never, sometimes, and often). A yes/no question was also used to identify students who had attempted suicide.

To define risks and protective factors, we explore the variables listed in Table 1, including mother's education, physical and emotional abuse by parents or other adults in the household or school, academic performance in the last semester, educational stress, attendance at a supplementary class, and use of personal tutor. The data collected using the questionnaire is available in the Supplementary Data File.

Table 1 Frequencies and percentages (%) of sociodemographic variables of participants by self-esteem status.

Data Analysis

Demographic data were analysed descriptively to determine basic characteristics of the sample population and presented as means ± standard deviations (SD). The χ ² test was used to assess the significance of differences in the distribution of participants by selected sociodemographic characteristics, risk factors, and outcome variables. Associations between low self-esteem and family characteristics, educational stress, and academic achievement were explored by logistic regression analysis. Univariate independent predictors of low self-esteem with p < 0.10 were entered in a multivariate logistic regression model, and the backward Wald method was applied to study their influence on the presence of low self-esteem. Univariate logistical analyses were also applied to determine the relationships among low self-esteem and anxiety, depression, and suicidal ideation, and Pearson correlation coefficients were used to measure the correlations among these. All analyses were carried out using a significance level of 5%, and all tests were 2-sided. The 95% confidence intervals (CIs) of odds ratios (ORs) were also calculated. All analyses were analysed by using SPSS Inc, Chicago, the United States of America version 16.0.

Results

Demographics

Of the 1,260 students invited to participate, 111 (7.3%) were excluded from analysis because they did not adequately complete the questionnaire; for example, they did not provide answers to five or more items in the CES-D. The final sample comprised 1,149 senior high school students with a mean age of 16.1 years. Participating students were fairly evenly distributed in terms of sex: 36.5% males and 63.5% females ( Table 1). This proportion also reflects the proportion of males and females enrolled in the classes studied. Students' participation from each grade (10-12) did not significantly differ, at around 33% each. Ninety-five percent of students were ethnically Kinh; other ethnic groups included Hoa and Khmer. This sample was in line with the school population in this area.

Prevalence of Low Self-Esteem and Characteristics Associated With Self-Esteem

The mean self-esteem score was 17.56 on a scale of 0 to 30. The scores for boys and girls were similar (17.83 vs. 17.40; t = 1.720; p = 0.086). Based on all scores, nearly a fifth (19.4%) of the respondents reported low self-esteem according to Rosenberg's criteria, with scores below 15 ( Table 1). Based on univariate logistic regression analysis, among six investigated variables, two variables "having a personal tutor" and "attendance at supplementary class" were negatively associated with the risk of low self-esteem, while the other variables were positively correlated to low self-esteem ( Table 2). Students were likely to show lower self-esteem, when their mother's education was at primary level or below, when they were often physically or emotionally abused at home or at school, when they had below average/very poor academic performance in the last semester, or when they reported experiencing high educational stress.

Table 2 Factors associated with low self-esteem: multivariate logistic regression analyses.

In the multivariate regression analysis (with the backward Wald method), not accounting for effect modification, four variables remained correlated to low self-esteem, either in a negative or positive direction. Having a personal tutor and academic performance in the last semester were no longer a significant association, but attending supplementary classes still remained a protective factor for low self-esteem (reduced OR of 43% compared with students not attending) ( Table 2).Study results that were considerably positively associated to low self-esteem were medium and high educational stress (ORs = 2.25 and 4.02, respectively).

Relationships Between Self-Esteem and Anxiety, Depression, and Educational Stress, and Suicidal Ideation

As shown in Table 3, four variables-self-esteem, anxiety, depression, and educational stress-were related to each other. Self-esteem was negatively correlated to anxiety, depression, and educational stress, while educational stress was positively correlated to anxiety and depression.

Table 3 Pearson correlations between self-esteem, anxiety, depression, and educational stress.

One of the purposes of the study was to identify the impact of self-esteem on mental health problems. The results of univariate logistics indicate that low self-esteem contributed significantly to anxiety, depression, and suicide among adolescents. Compared to students who reported normal self-esteem, the students who reported low self-esteem had twice the odds of having anxiety symptoms [20.3% (187/921) vs. 34.2% (76/222)] (OR = 2.04; 95% CI OR = 1.48-2.82, p < 0.001), nearly six times the odds of being at risk of depression (CES-D score of ≥16) (74.0% vs. 33.2%), (OR = 5.72; 95% CI OR = 4.11-7.59), four times the odds of having depressive symptoms (CES-D scores of > 21) (50.7% vs. 19.8%) (OR = 4.16; 95% CI OR = 3.06-5.66), and nearly five times the odds of having depression (CES-D score of > 25) (41.7% vs. 13.0%), (OR = 4.79; 95% CI OR = 3.45 - 6.65). Students with low self-esteem also were significantly more likely to have considered or attempted suicide ( Table 4).

Table 4 Associations between self-esteem and suicidal ideation.

Discussion

We investigated the prevalence of low self-esteem among secondary school students, the characteristics associated with low self-esteem, and the relationships among self-esteem and anxiety, depression, and suicide. Nearly 20% of the students had low self-esteem, with no difference between girls and boys. These results are in line with some previous studies ( 12, 28), but inconsistent with others ( 6, 12). Cultural and social differences in the study populations could explain some of the differences.

Reasons for Having a Higher Prevalence of Low Self-Esteem Among Females

The results of this study cannot provide precise reasons for the higher prevalence of lower self-esteem among females; however, a number of possible causes for the gender differences are worth discussing. Although gender equality has improved in recent years in Vietnam and is clearly legislated, gender issues within the family and society remain a challenge for most Vietnamese, who are strongly influenced by traditional culture and custom ( 29). There is an association between female gender and emotionally unstable personality ( 30, 31). As a result, women are more prone to develop emotionally unstable personality (e.g. borderline personality) ( 32). Thus, females' self-esteem may be more likely to fluctuate, depending on how they themselves or others, especially their parents, evaluate their achievements.

A high prevalence of low self-esteem among the secondary school students should be considered as an important mental health problem not only by parents, school teachers, and principals but also by policy makers in the education and health sectors in Vietnam. In fact, health care related to psychological disorders has not received adequate consideration yet in Vietnam ( 33). Therefore, it is important to take mental health care into account when developing a policy framework to improve general school health services, such as directive no. 23/2006/CT-TTg on having well-equipped and professionally qualified health officers in schools ( 34), and Decision No. 401/2009/QD-TTg, which approved the program "Preventing and combatting diseases in educational establishments belonging to the national education system" ( 35).

Our results confirm the findings of previous studies ( 6, 10, 25, 36), namely, that family characteristics, including mother's low educational level and physical and emotional abuse by parents or other adults in the household, were associated with low levels of self-esteem. In addition, educational characteristics such as the school environment, academic performance, and high educational stress were strongly associated with self-esteem. These findings are consistent with results of other studies, for example, by Pullmann & Allik ( 16), which found that parents have a great deal of influence on their children's psychological development, including on the relationships outside the family environment ( 6, 10). Students who attended one or more supplementary classes appeared to be at lower risk of having poor self-esteem. In Vietnam, these students are usually from a family with a higher socioeconomic status. Attending supplementary class may reduce the stress of workload and academic pressure for those students. It would be useful to confirm this with further studies in the Vietnamese context, but this kind of support is unlikely to be available to families who cannot pay for it.

Low self-esteem in the adolescents in Cantho City was associated with poor academic performance. Aryana ( 14) reported that high self-esteem among preuniversity students was an important factor in predicting high academic achievement. Our finding also highlights that self-esteem plays an important role in predicting academic achievement, although a cross-sectional study design is unable to demonstrate causality; a prospective study to identify causality of the low self-esteem would be appropriate in future research.

With regard to mental health, the results of Pearson correlation analysis showed that self-esteem was negatively correlated to anxiety, depression, and educational stress, while the results of univariate logistic regression illustrated that low self-esteem contributed to a high risk of anxiety, depression, and suicidal ideation. These results are comparable to others showing that low self-esteem was associated with depression ( 19, 20, 37) and identifying a relationship between self-esteem and anxiety ( 10, 21), as well as a relationship between low self-esteem and suicidal ideation and suicide attempts among adolescents ( 18, 22). Screening for low self-esteem in adolescents is a possible strategy to help identify secondary school students at risk of anxiety, depression, and suicide. In addition, our previous study ( 25) showed an association between mental health problems and academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. There is clearly a need to reduce mental health problems among today's secondary school students in Vietnam. The development of a website to provide psychoeducation designed to meet the needs of young Vietnamese and of school-based counselling services for students, possibly by collaborating with volunteers from the Youth Union, the largest sociopolitical Vietnamese youth organization, at local universities, teachers, and parents, will be explored as one of the solutions ( 36). Around 66.3% of young Vietnamese downloaded the mobile health applications for disease prevention ( 38). Nevertheless, one of the challenges to using a digital health intervention is that young Vietnamese with a higher perceived stress level were significantly less likely to use such interventions ( 39).

Study Limitations

One limitation of this study relates to the sample and its generalizability. Although the distribution of girls and boys reflected the true/current situation in the classes selected, the sample was from only three schools in urban and suburban Cantho. Another limitation concerns the study design, which specified collection of data from adolescents by self-reporting using standardised questionnaires. The respondents' personality and identity development are still incomplete, which could result in fluctuating self-perceptions ( 9) and thus unreliable reporting. Also, the exploration of potential causes of low self-esteem as self-reported by subjects was not included in the survey. Another limitation is that the cross-sectional study design does not permit detection of links between covariates; longitudinal studies on this topic are still needed. Finally, the self-esteem, anxiety, and CES-D scales, like other screening instruments, cannot be viewed as diagnostic tools, but only as screening tests to identify members of groups at risk for these conditions. The results tell us how the students perceive their health but are not in themselves evidence of medical concerns. Moreover, there is no assessment of stress coping and stress levels, obesity ( 40), and chronic medical illness (e.g. asthma) ( 41), which may confound and influence anxiety, depression, and suicidal ideations. Finally, in a cross-sectional study, the cause-effect relationship cannot be measured; that requires a longitudinal cohort or a randomised controlled study.

Conclusions

Our research suggested that self-esteem is correlated to anxiety, depression, and academic stress, which significantly affects students' quality of life and is linked to suicidal ideation. The results therefore suggest the need for a school-based or web-based provision of information or services aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Ethics Statement

The study was approved by the Scientific and Training Committees of Cantho University of Medicine and Pharmacy. Written informed consent for participation was obtained from students' parents or legal guardians before data collection.

Author Contributions

A first draft of the manuscript was prepared by DN under the guidance of CD. All authors contributed to the final manuscript version. DN, JB, and CD jointly generated the research idea and the study design. DN, CD, TP, and EW contributed to the survey tools. DN and TP coordinated the surveys and data collection in the field. DN, TP, CD, and EW carried out data analysis.

Funding

The study has been supported by a scholarship from the "Strengthening teaching and research capacity of preventive medicine staffs to meet the challenges of emerging infections and new environmental hazards to health" Project, collaboration between Hanoi University, NUFFIC, and the Dutch Government.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

Special thanks to all the students who participated in the study. We would also like to thank Hanoi University of Medicine and Cantho University of Medicine and Pharmacy as the Coordinating Board of the project in Vietnam and Professor Pham Van Linh, Rector of Cantho University of Medicine and Pharmacy, for their kind support for this work. Our appreciation also goes to Professor Wim Brandsma and Professor Wim van Brakel for their kind advice on the data analysis.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00698/full#supplementary-material

References

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Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study

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Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam.

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20% teenages have bad self Esteem

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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yes. i think that many teens can struggle with mental health

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19.4% have low sel esstem

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Dat Tan Nguyen 1*,

E. Pamela Wright ²,

Christine Dedding 3†,

Tam Thi Pham ¹ and

Joske Bunders ³

Faculty of Public Health - Can Tho University of Medicine and Pharmacy, Can Tho City, Vietnam

Guelph International Health Consulting, Amsterdam, Netherlands

VU University Athena Institute, Faculty of Earth and Life Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.

Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam. A structured questionnaire was applied to ask about self-esteem, depression, anxiety, educational stress, and suicidal ideation.

Results: Students with low self-esteem were detected at a prevalence of 19.4%. High educational stress and physical and emotional abuse by parents or other adults in the household were major risk factors correlated to low self-esteem, while a protective factor for low self-esteem was attending supplementary classes. An association among lower self-esteem and increased anxiety, depression, and suicidal ideation was detected.

Conclusions: Self-esteem is associated with anxiety, depression, and academic stress, which significantly affect students' quality of life and links to suicidal ideation. These results therefore suggested the need for a school-based or web-based provision aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Introduction

It is well recognised that adolescence is one of the most rapid phases of human development ( 1). It is characterised by a rapid physical, social, and cognitive growth, as well as changes in self-esteem. Self-esteem is reported to have a significant impact on important life outcomes including health and social outcomes during adolescence and adulthood. For example, there is a clear connection between higher self-esteem and positive outcomes, such as occupational success, better social relationships, a sense of well-being, and positive perceptions by peers, academic achievement, and good coping skills ( 2, 3). Low self-esteem is causally related to depression, substance abuse, antisocial behaviour, and suicide ( 4- 6). The literature demonstrates that social functioning, such as acceptance by peers, is lower in children with low self-esteem ( 7).

Extensive research has explored risk and protective factors related to low self-esteem development during adolescence. Reported risk factors include being a girl ( 6, 8, 9), the family's low socioeconomic status ( 10), parents' education level, family eligibility for public assistance, eligibility for free or reduced-cost school meals, the parents' employment status ( 11), and school performance and grades ( 6, 12), as well as obesity ( 13).

Academic achievement is known to be affected by self-esteem, while self-esteem may also influence academic achievement ( 7). High self-esteem is reported as an important predictive factor for students' academic achievement ( 14). Another study found that while high self-esteem resulted in many positive outcomes and benefits, it did not necessarily lead to good school performance ( 15). On the other hand, adolescents with poor academic results did not always have low general self-esteem ( 16).

There is an association between low self-esteem and negative outcomes for young people's behavioural and mental health problems, including health-compromising behaviours such as substance abuse, early sexual activity, and eating problems ( 17). A longitudinal study among a large sample of young New Zealanders found, however, that while low self-esteem significantly predicted adolescent eating and other health-compromising behaviours, it was not related to substance abuse and early sexual activity ( 18). With regard to mental health, a correlation has been detected between low self-esteem and depression ( 19, 20), anxiety ( 10, 21), and adolescents' suicidal ideation and attempts ( 18, 22).

Reports during the past few years indicate that there is a strong relationship between academic pressure and stress, depression, anxiety, low self-esteem, and suicidal ideation among students in secondary or high school and in young adults ( 23- 25). A study describing perceptions about mental illness in Hue in Vietnam noted that "studying or thinking too much" is a cause of mental health problems ( 26). In Vietnamese culture, the pressure from parents and schools might be expected to have an unintended effect, leading to lower self-esteem and associated outcomes seen elsewhere among high school students. There are as yet no reports of systematic studies on this issue in Vietnam, and there are few reports of descriptive or analytical research into adolescent self-esteem.

This is particularly relevant since we found high levels of depression, anxiety, and suicidal ideation among secondary school students in Vietnam [Nguyen, D. T., Dedding, C., Pham, T. T., Wright, P., & Bunders, J. ( 25)]. This article reports on a study that aimed to determine (1) the prevalence of low self-esteem; (2) the characteristics associated with low self-esteem; and (3) the relationships among self-esteem and anxiety, depression, educational stress, and suicidal ideation in secondary school students. We hypothesised that low self-esteem would be associated with a greater risk of poor mental health status.

Materials and Methods

Study Design and Participants

A cross-sectional study design was used to recruit 1,260 students at three secondary schools in urban and suburban areas in Cantho City in Vietnam. All data were collected during the first academic semester, from September to December 2011. A more detailed description of the sampling and its participants can be found elsewhere ( 25).

Measures

All participants were invited to provide information by self-reporting using a questionnaire. This was done after class or at home anonymously to minimise potential reporting bias and to keep information confidential. The detailed components of the questionnaire have been described elsewhere ( 25).

The 10-item Rosenberg Self-esteem Scale ( 21, 27) was used to assess global self-esteem, with higher scores indicating more positive self-regard. Each item asked for response using a 4-point Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree). The scale is generally reliable, with test-retest correlations value between 0.82 and 0.88 ( 21). The Cronbach α of the scale in the present study was 0.77. The scale ranges from 0 to 30: a score greater than 25 suggests high self-esteem; scores between 15 and 25 are considered to be within normal range, whereas scores less than 15 suggest low self-esteem (Morris Rosenberg).

A more detailed method description on employing the Center for Epidemiology Studies Depression (CES-D), the anxiety scale, and the Educational Stress Scale for Adolescents for this study is available ( 25).

To address the issue of suicidal ideation, additional questions on whether the student had ever seriously considered suicide or made a suicide plan used a 3-point scale (never, sometimes, and often). A yes/no question was also used to identify students who had attempted suicide.

To define risks and protective factors, we explore the variables listed in Table 1, including mother's education, physical and emotional abuse by parents or other adults in the household or school, academic performance in the last semester, educational stress, attendance at a supplementary class, and use of personal tutor. The data collected using the questionnaire is available in the Supplementary Data File.

Table 1 Frequencies and percentages (%) of sociodemographic variables of participants by self-esteem status.

Data Analysis

Demographic data were analysed descriptively to determine basic characteristics of the sample population and presented as means ± standard deviations (SD). The χ ² test was used to assess the significance of differences in the distribution of participants by selected sociodemographic characteristics, risk factors, and outcome variables. Associations between low self-esteem and family characteristics, educational stress, and academic achievement were explored by logistic regression analysis. Univariate independent predictors of low self-esteem with p < 0.10 were entered in a multivariate logistic regression model, and the backward Wald method was applied to study their influence on the presence of low self-esteem. Univariate logistical analyses were also applied to determine the relationships among low self-esteem and anxiety, depression, and suicidal ideation, and Pearson correlation coefficients were used to measure the correlations among these. All analyses were carried out using a significance level of 5%, and all tests were 2-sided. The 95% confidence intervals (CIs) of odds ratios (ORs) were also calculated. All analyses were analysed by using SPSS Inc, Chicago, the United States of America version 16.0.

Results

Demographics

Of the 1,260 students invited to participate, 111 (7.3%) were excluded from analysis because they did not adequately complete the questionnaire; for example, they did not provide answers to five or more items in the CES-D. The final sample comprised 1,149 senior high school students with a mean age of 16.1 years. Participating students were fairly evenly distributed in terms of sex: 36.5% males and 63.5% females ( Table 1). This proportion also reflects the proportion of males and females enrolled in the classes studied. Students' participation from each grade (10-12) did not significantly differ, at around 33% each. Ninety-five percent of students were ethnically Kinh; other ethnic groups included Hoa and Khmer. This sample was in line with the school population in this area.

Prevalence of Low Self-Esteem and Characteristics Associated With Self-Esteem

The mean self-esteem score was 17.56 on a scale of 0 to 30. The scores for boys and girls were similar (17.83 vs. 17.40; t = 1.720; p = 0.086). Based on all scores, nearly a fifth (19.4%) of the respondents reported low self-esteem according to Rosenberg's criteria, with scores below 15 ( Table 1). Based on univariate logistic regression analysis, among six investigated variables, two variables "having a personal tutor" and "attendance at supplementary class" were negatively associated with the risk of low self-esteem, while the other variables were positively correlated to low self-esteem ( Table 2). Students were likely to show lower self-esteem, when their mother's education was at primary level or below, when they were often physically or emotionally abused at home or at school, when they had below average/very poor academic performance in the last semester, or when they reported experiencing high educational stress.

Table 2 Factors associated with low self-esteem: multivariate logistic regression analyses.

In the multivariate regression analysis (with the backward Wald method), not accounting for effect modification, four variables remained correlated to low self-esteem, either in a negative or positive direction. Having a personal tutor and academic performance in the last semester were no longer a significant association, but attending supplementary classes still remained a protective factor for low self-esteem (reduced OR of 43% compared with students not attending) ( Table 2).Study results that were considerably positively associated to low self-esteem were medium and high educational stress (ORs = 2.25 and 4.02, respectively).

Relationships Between Self-Esteem and Anxiety, Depression, and Educational Stress, and Suicidal Ideation

As shown in Table 3, four variables-self-esteem, anxiety, depression, and educational stress-were related to each other. Self-esteem was negatively correlated to anxiety, depression, and educational stress, while educational stress was positively correlated to anxiety and depression.

Table 3 Pearson correlations between self-esteem, anxiety, depression, and educational stress.

One of the purposes of the study was to identify the impact of self-esteem on mental health problems. The results of univariate logistics indicate that low self-esteem contributed significantly to anxiety, depression, and suicide among adolescents. Compared to students who reported normal self-esteem, the students who reported low self-esteem had twice the odds of having anxiety symptoms [20.3% (187/921) vs. 34.2% (76/222)] (OR = 2.04; 95% CI OR = 1.48-2.82, p < 0.001), nearly six times the odds of being at risk of depression (CES-D score of ≥16) (74.0% vs. 33.2%), (OR = 5.72; 95% CI OR = 4.11-7.59), four times the odds of having depressive symptoms (CES-D scores of > 21) (50.7% vs. 19.8%) (OR = 4.16; 95% CI OR = 3.06-5.66), and nearly five times the odds of having depression (CES-D score of > 25) (41.7% vs. 13.0%), (OR = 4.79; 95% CI OR = 3.45 - 6.65). Students with low self-esteem also were significantly more likely to have considered or attempted suicide ( Table 4).

Table 4 Associations between self-esteem and suicidal ideation.

Discussion

We investigated the prevalence of low self-esteem among secondary school students, the characteristics associated with low self-esteem, and the relationships among self-esteem and anxiety, depression, and suicide. Nearly 20% of the students had low self-esteem, with no difference between girls and boys. These results are in line with some previous studies ( 12, 28), but inconsistent with others ( 6, 12). Cultural and social differences in the study populations could explain some of the differences.

Reasons for Having a Higher Prevalence of Low Self-Esteem Among Females

The results of this study cannot provide precise reasons for the higher prevalence of lower self-esteem among females; however, a number of possible causes for the gender differences are worth discussing. Although gender equality has improved in recent years in Vietnam and is clearly legislated, gender issues within the family and society remain a challenge for most Vietnamese, who are strongly influenced by traditional culture and custom ( 29). There is an association between female gender and emotionally unstable personality ( 30, 31). As a result, women are more prone to develop emotionally unstable personality (e.g. borderline personality) ( 32). Thus, females' self-esteem may be more likely to fluctuate, depending on how they themselves or others, especially their parents, evaluate their achievements.

A high prevalence of low self-esteem among the secondary school students should be considered as an important mental health problem not only by parents, school teachers, and principals but also by policy makers in the education and health sectors in Vietnam. In fact, health care related to psychological disorders has not received adequate consideration yet in Vietnam ( 33). Therefore, it is important to take mental health care into account when developing a policy framework to improve general school health services, such as directive no. 23/2006/CT-TTg on having well-equipped and professionally qualified health officers in schools ( 34), and Decision No. 401/2009/QD-TTg, which approved the program "Preventing and combatting diseases in educational establishments belonging to the national education system" ( 35).

Our results confirm the findings of previous studies ( 6, 10, 25, 36), namely, that family characteristics, including mother's low educational level and physical and emotional abuse by parents or other adults in the household, were associated with low levels of self-esteem. In addition, educational characteristics such as the school environment, academic performance, and high educational stress were strongly associated with self-esteem. These findings are consistent with results of other studies, for example, by Pullmann & Allik ( 16), which found that parents have a great deal of influence on their children's psychological development, including on the relationships outside the family environment ( 6, 10). Students who attended one or more supplementary classes appeared to be at lower risk of having poor self-esteem. In Vietnam, these students are usually from a family with a higher socioeconomic status. Attending supplementary class may reduce the stress of workload and academic pressure for those students. It would be useful to confirm this with further studies in the Vietnamese context, but this kind of support is unlikely to be available to families who cannot pay for it.

Low self-esteem in the adolescents in Cantho City was associated with poor academic performance. Aryana ( 14) reported that high self-esteem among preuniversity students was an important factor in predicting high academic achievement. Our finding also highlights that self-esteem plays an important role in predicting academic achievement, although a cross-sectional study design is unable to demonstrate causality; a prospective study to identify causality of the low self-esteem would be appropriate in future research.

With regard to mental health, the results of Pearson correlation analysis showed that self-esteem was negatively correlated to anxiety, depression, and educational stress, while the results of univariate logistic regression illustrated that low self-esteem contributed to a high risk of anxiety, depression, and suicidal ideation. These results are comparable to others showing that low self-esteem was associated with depression ( 19, 20, 37) and identifying a relationship between self-esteem and anxiety ( 10, 21), as well as a relationship between low self-esteem and suicidal ideation and suicide attempts among adolescents ( 18, 22). Screening for low self-esteem in adolescents is a possible strategy to help identify secondary school students at risk of anxiety, depression, and suicide. In addition, our previous study ( 25) showed an association between mental health problems and academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. There is clearly a need to reduce mental health problems among today's secondary school students in Vietnam. The development of a website to provide psychoeducation designed to meet the needs of young Vietnamese and of school-based counselling services for students, possibly by collaborating with volunteers from the Youth Union, the largest sociopolitical Vietnamese youth organization, at local universities, teachers, and parents, will be explored as one of the solutions ( 36). Around 66.3% of young Vietnamese downloaded the mobile health applications for disease prevention ( 38). Nevertheless, one of the challenges to using a digital health intervention is that young Vietnamese with a higher perceived stress level were significantly less likely to use such interventions ( 39).

Study Limitations

One limitation of this study relates to the sample and its generalizability. Although the distribution of girls and boys reflected the true/current situation in the classes selected, the sample was from only three schools in urban and suburban Cantho. Another limitation concerns the study design, which specified collection of data from adolescents by self-reporting using standardised questionnaires. The respondents' personality and identity development are still incomplete, which could result in fluctuating self-perceptions ( 9) and thus unreliable reporting. Also, the exploration of potential causes of low self-esteem as self-reported by subjects was not included in the survey. Another limitation is that the cross-sectional study design does not permit detection of links between covariates; longitudinal studies on this topic are still needed. Finally, the self-esteem, anxiety, and CES-D scales, like other screening instruments, cannot be viewed as diagnostic tools, but only as screening tests to identify members of groups at risk for these conditions. The results tell us how the students perceive their health but are not in themselves evidence of medical concerns. Moreover, there is no assessment of stress coping and stress levels, obesity ( 40), and chronic medical illness (e.g. asthma) ( 41), which may confound and influence anxiety, depression, and suicidal ideations. Finally, in a cross-sectional study, the cause-effect relationship cannot be measured; that requires a longitudinal cohort or a randomised controlled study.

Conclusions

Our research suggested that self-esteem is correlated to anxiety, depression, and academic stress, which significantly affects students' quality of life and is linked to suicidal ideation. The results therefore suggest the need for a school-based or web-based provision of information or services aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Ethics Statement

The study was approved by the Scientific and Training Committees of Cantho University of Medicine and Pharmacy. Written informed consent for participation was obtained from students' parents or legal guardians before data collection.

Author Contributions

A first draft of the manuscript was prepared by DN under the guidance of CD. All authors contributed to the final manuscript version. DN, JB, and CD jointly generated the research idea and the study design. DN, CD, TP, and EW contributed to the survey tools. DN and TP coordinated the surveys and data collection in the field. DN, TP, CD, and EW carried out data analysis.

Funding

The study has been supported by a scholarship from the "Strengthening teaching and research capacity of preventive medicine staffs to meet the challenges of emerging infections and new environmental hazards to health" Project, collaboration between Hanoi University, NUFFIC, and the Dutch Government.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

Special thanks to all the students who participated in the study. We would also like to thank Hanoi University of Medicine and Cantho University of Medicine and Pharmacy as the Coordinating Board of the project in Vietnam and Professor Pham Van Linh, Rector of Cantho University of Medicine and Pharmacy, for their kind support for this work. Our appreciation also goes to Professor Wim Brandsma and Professor Wim van Brakel for their kind advice on the data analysis.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00698/full#supplementary-material

References

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Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study

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Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam.

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Even thought then pandemic, however, teen anxiety was on the rise.

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Signs and Symptoms
of Anxiety in Teens

Signs and Symptoms
of Anxiety in Teens

What Is Anxiety?

Having anxiety is more than simply worrying too much. Worry refers to dwelling on troubles, difficulties, or uncertainties-most often concerns about the future or things that are out of our control. Anxiety disorders, however, are characterized by excessive fears and distress that are out of proportion to the situation, and impair a teen's ability to function normally. Anxiety diagnoses include Generalized Anxiety Disorder (GAD), social anxiety, separation anxiety, acute anxiety (such as panic attacks), and more. Read on to learn more about the different forms of teen anxiety.

What Causes Anxiety in Teens?

There can be many reasons why teens have anxiety. Research shows that anxiety issues are the result of a combination of genetic makeup and life circumstances. Between 30 and 40 percent of the factors related to anxiety disorders are genetic and can be inherited. Neurobiological factors may also impact the potential for anxiety symptoms in teens. Specifically, a disruption in how the brain reacts to the signals it uses to identify and confront danger can increase the likelihood of a teen anxiety disorder.

Of course, life experiences are a big part of what causes anxiety in teens. Childhood trauma, such as abuse, neglect, or the early death of a parent, can contribute to the development of childhood anxiety symptoms that progress into adolescence. In addition to this type of relational trauma, traumatic events like a car accident or natural disaster, and collective trauma, such as the COVID pandemic, can all increase an adolescent's vulnerability to anxiety disorders.

Researchers and mental health experts also theorize that the following factors contribute to why teens have anxiety in increasing numbers:

Intense pressure to succeed in school and life: Surveys of eighth graders find that young people believe they need to pick a career as soon as possible, and are constantly comparing themselves to others in their class. Today's high school students experience overwhelming levels of pressure regarding academic aptitude, athletic ability, and extracurricular engagement.

Constant access to news and information: Being plugged in all the time creates heightened levels of anxiety in teens. It can be hard to feel safe when we are constantly faced with media focusing on negative news. For many teens, this leads to higher levels of anxiety.

Social media: A large body of research shows that teenagers who use social media often are more anxious and unhappy than those who don't. Comparing themselves to others has a negative effect on well-being. Moreover, spending time online keeps teems from doing healthier activities, such as exercising or interacting with friends and family.

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All calls are always confidential.

How Many Teens Have Anxiety?

According to the most recent teenage anxiety statistics, 40 percent of US teens report anxiety symptoms. Globally, one in every five adolescents experiences anxiety, according to a meta-analysis of 29 studies involving 80,000 youth. This review found that the prevalence of anxiety symptoms in teens around the world has doubled during COVID-19.

Even before the pandemic, however, teen anxiety was on the rise. Research on adolescent anxiety over time shows a clear increase in symptoms of anxiety in teenagers. A 2021 study found that teen anxiety went up by 10 percent between 2012 and 2018, with the most significant increases among adolescent girls and LGBTQ teens.

How To Recognize Anxiety in Teens

In order to identify teen anxiety, it's important to learn more about signs and symptoms. What's the difference between signs of anxiety in teens vs. symptoms of anxiety in teens? Warning signs are behavioral changes that can be observed by parents, other family members, teachers, and peers. Symptoms, on the other hand, are a teen's inner experiences, both emotional and physical, as they struggle with anxiety. That's why both observation and conversation are necessary in order to take a teen's mental health temperature.

The best way to identify warning signs of anxiety in teens is to observe your child's behavior on a daily basis. Pay attention to their eating and sleeping habits as well as their moods. Notice whether their everyday activities and interactions have changed or diminished. Their performance in school is also a telling indicator of whether they may be suffering from anxiety.

When it comes to identifying anxiety symptoms in teens, maintaining ongoing, open communication is crucial in understanding your child's state of mind and internal experience. In fact, regular parent-child communication can actually prevent mental health disorders from taking hold or getting worse. Research shows that symptoms of anxiety in teens are more common and more severe when adolescents' connection with their parents has become weaker. So, while talking with a teen may not be easy, it's worth the effort.

If a teen shares with you that they are experiencing one or more of these symptoms, they might have an anxiety disorder. At this point, seeking a proper diagnosis and discussing appropriate care with a licensed professional is essential.

Common Forms of Teen Anxiety

The variation in signs and symptoms of anxiety in teens may indicate which form of anxiety disorder they are experiencing. According to teenage anxiety statistics, the most common forms of anxiety in adolescents include:

Acute Anxiety

As opposed to chronic anxiety, which continues at a low or moderate level over time, acute anxiety refers to sudden and often unexpected periods of intense fear, also known as panic attacks. Symptoms of panic attacks include chest pains, rapid heartbeat, lightheadedness, difficulty breathing, and a feeling of doom or fear of death.

Phobias

Teens who struggle with phobias feel an abnormal amount of anxiety and fear about a specific thing, or several things. Even if their phobia is connected to something potentially dangerous, such as heights or insects, their fear regarding that situation or object is more extreme than reality warrants.

Other forms of anxiety include:

Panic disorder: Panic attacks are the main symptom of panic disorder. Late adolescence is the most common period for panic disorder to set in.

Anxiety related to school: While nervousness about going to school is not unusual, high levels of school-related anxiety may indicate a diagnosable issue.

Obsessive Compulsive Disorder (OCD): OCD in teens can cause unwanted and disturbing obsessions that create extreme anxiety.

Post-Traumatic Stress Disorder: PTSD is categorized as an anxiety disorder, and can also be an underlying cause of symptoms of anxiety in teens.

Why Treatment Might Be an Option

For teens with anxiety, treatment can make an enormous positive difference-now and in the future. While starting treatment can feel like a big step to take, it can be life changing for teens and their families. Anxiety disorders typically do not get better on their own, so it's imperative to start treatment as soon as possible to avoid an escalation of symptoms that could potentially lead to a teen mental health crisis.

There are a variety of treatment options for teen anxiety, including weekly therapy, a Partial Hospitalization Program where teens participate in treatment and academics each day, Intensive Outpatient services after school, or residential treatment. Newport Academy offers a full continuum of care for adolescent anxiety, at locations across the country. Our clinical model addresses the underlying causes of teen anxiety in order to create long-term, sustainable healing.

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Signs and Symptoms of Anxiety in Teens Signs and Symptoms of Anxiety in Teens Having anxiety is more than simply worrying too much. Worry refers to dwelling on troubles, difficulties, or uncertainties-most often concerns about the future or things that are out of our control.

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more than 2.4 million children suffer from adhd ages 6 to 11.

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9.1% of teens have social anxiety

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April is Stress Awareness Month. We will publish a series of helpful articles on the topic over the next few weeks, so keep checking back or follow us on Facebook to get notified.
Stress is part of life for everyone. From children to adolescents to adults, we all deal with some amount of stress every day of our lives. It's normal. Complications begin when stress becomes chronic, which means that, over a six-month period, the stressful days outnumber the non-stressful days. Chronic stress has significant negative physical and emotional effects - for everyone, not only adults.

Chronic stress can either cause or contribute to the following physical problems:

High blood pressure

Decreased immune function

Heart Disease

Obesity

Fatigue

Chronic stress can either cause or contribute to the following emotional issues:

Depression

Irritability

Feeling overwhelmed

Negative/pessimistic thoughts

Anxiety

We'll focus on that last bullet point: anxiety.

Like stress, anxiety is part of life for everyone. We all deal with a little bit of anxiety every day. It only becomes a problem when it persists, and we lack the coping skills to process the associated symptoms in healthy and productive ways. If your teen complains about being stressed or anxious, you should take it seriously. For adults, it's both tempting and easy to minimize teen stress and anxiety because - well, from our perspective, they don't have to deal with half of what we do.

But minimizing teen stress and teen anxiety is a mistake. Here's a fact: their stress is every bit as real for them as it is for us. So are the negative physical and emotional consequences of their stress. And if your teen's stress becomes chronic, they're at increased risk of developing an anxiety disorder.

Anxiety Disorders in Adolescents

For the sake of simplicity, we'll use a clinical definition of Generalized Anxiety Disorder (GAD) to help you gauge the severity of your teen's stress. When the symptoms of stress cross the threshold from typical to the level of a psychological disorder, that's when you need to pay special attention. And that's when the professionals say it's time to seek help.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-V) defines GAD as "...excessive anxiety and worry about a number of activities or events occurring more days than not for at least six months." The DSM-V identifies the following symptoms of anxiety:

1. Restlessness, feeling on edge.

2. Getting tired easily.

3. Difficulty concentrating, or feeling their mind is blank.

4. Irritability

5. Muscular tension.

6. Sleep disturbances.

If your teen displays any of these symptoms on more days than not for six months or more, the most prudent course of action is to consult a mental health professional for a full psychiatric assessment. This list is not an at-home diagnostic tool - it's meant to help you decide if your child needs professional help or not.

Now, for the statistics on adolescent anxiety and stress.

The Child Mind Institute reports that:

19.3% of teens have a specific phobia

9.1% of teens have social anxiety disorder

7.6% of teens have separation anxiety

2.3% of teens have a panic disorder

2.2% of teens have Generalized Anxiety Disorder

In addition, he National Institute of Mental Health reports that:

31.9% of teens have some type of anxiety disorder

8.3 % of those with an anxiety disorder have severe impairment as a result.

38% of female teens have an anxiety disorder.

26.1% of male teens have an anxiety disorder.

The American Psychological Association reports that:

10% say stress causes them to get lower grades than they think they can get

59% say balancing all their activities causes stress

40% say they neglect home responsibilities due to stress.

40% say they're irritable due to stess

37% said stress causes them to feel overwhelmed

36% say they feel tired because of stress.

30% say they feel sad or depressed because of stress.

Remember: stress is normal. Stress is part of life for every organism on the planet, humans included. Stress itself is not inherently bad. However, when stress is chronic and/or affects daily functioning, that's when it has the potential to cause problems, and possibly develop into an anxiety disorder. As mentioned above, if you think your child or teen may have an anxiety disorder, seek professional help. If, on the other hand, you think your child or teen simply needs help coping with their stress, there are some very simple steps to take.

Help Your Teen Deal With Stress

None of this advice will seem new or groundbreaking to you. It's mostly common sense - but when things get stressful, common sense can go out the window. If your teen's stress is causing you so much stress you forget you already know what to do about it, consult the following list. It will help both you and your teenager get back on track.

How to Decrease Teen Stress

1. Make sure your teen eats healthy food regularly.

2. Make sure your teen gets plenty of exercise.

3. Make sure your teen gets plenty of outdoor time.

4. Make sure your teen gets plenty of sleep.

5. Avoid caffeine.

6. Avoid sodas and sugary snacks when possible.

7. Teach your teen basic mindfulness techniques, such as deep breathing, yoga, tai chi, or self-relaxation.

8. Encourage your teen to reframe self-talk from negative to positive. Instead of "I'm the worst at math," they can say "Math is challenging but I'm working on it every day."

9. Encourage your teen to spend time more time with positive friends. Sure, teenagers can be a moody bunch at times, but some glorify the doom and gloom. Help your teen know when enough is enough.

10. Take a break. If life is too scheduled, rigid, and filled with one activity after another, all day every day, consider a week off, spent doing simple things like listening to music, drawing, riding bikes, walking the dog, and talking to old friends.

Early Intervention Works

Left unaddressed, stress can lead to long-term health problems. Left untreated, anxiety can become a crippling psychological and emotional disorder. The good news is that there are proven-effective ways to address and treat both stress and anxiety. A stressed teenager can benefit from any and all activities on the list above, while a teen with a clinical anxiety disorder can benefit from professional treatment, which typically includes a combination of therapy, medication, and basic lifestyle adjustments. In both cases, the sooner you begin taking proactive steps to help a stressed out or anxious teen, the better. The most important thing for you to do, as a parent, is listen. That's the beginning: what you do next and how you help depends on what they say. The fix may be simple, or it may be complex, but it all starts with open, honest, and direct communication.

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Teen Stress and Anxiety: Facts and Statistics

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April is Stress Awareness Month. We will publish a series of helpful articles on the topic over the next few weeks, so keep checking back or follow us on Facebook to get notified. Stress is part of life for everyone. From children to adolescents to adults, we all deal with some amount of stress every day of our lives.

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Nearly 20% of teens experience depression before they reach adulthood. Only 30% of teens receive treatment for their depression

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May is National Teen Self-Esteem Month | Lifeworks Counseling Center

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Join Lifeworks Counseling Center in celebrating National Teen Self-Esteem Month by helping young people understand their self-worth.

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10% of teens have experienced depression in 2022

https://www.mhanational.org/issues/2022/mental-health-america-youth-data#:~:text=Youth%20with%20Severe%20Major%20Depressive%20Episode%202022&text=10.6%25%20of%20youth%20(or%20over,cope%20with%20severe%20major%20depression.

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Students Identified with Emotional Disturbance for An Individualized Education Program 2022

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4.4% of U.S children experience some sort of depression in their lifetime

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Centers for Disease Control and Prevention

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Mental health is an important part of children's overall health and well-being. Mental health includes children's mental, emotional, and behavioral well-being. It affects how children think, feel, and act. It also plays a role in how children handle stress, relate to others, and make healthy choices.

Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the day. Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety, and behavior disorders.

There are different ways to assess mental health and mental disorders in children. CDC uses surveys, like the National Survey of Children's Health, to describe the presence of positive indicators of children's mental health and to understand the number of children with diagnosed mental disorders and whether they received treatment. In this type of survey, parents report on indicators of positive mental health for their child and report any diagnoses their child has received from a healthcare provider. The information on this page provides data about indicators of positive mental health in children and mental health disorders that are most common in children.

Facts about mental health in U.S. children

National data on positive mental health indicators that describe mental, emotional, and behavioral well-being for children are limited. Based on the data we do have:

Facts about mental disorders in U.S. children

ADHD, anxiety problems, behavior problems, and depression are the most commonly diagnosed mental disorders in children. Estimates for ever having a diagnosis among children aged 3-17 years, in 2016-19, are given below.

ADHD 9.8% (approximately 6.0 million)

Anxiety 9.4% (approximately 5.8 million)

Behavior problems 8.9% (approximately 5.5 million)

Depression 4.4% (approximately 2.7 million)

Some of these conditions commonly occur together. For example, among children aged 3-17 years in 2016:

Having another mental disorder was most common in children with depression: about 3 in 4 children with depression also had anxiety (73.8%) and almost 1 in 2 had behavior problems (47.2%).

For children with anxiety, more than 1 in 3 also had behavior problems (37.9%) and about 1 in 3 also had depression (32.3%).

For children with behavior problems, more than 1 in 3 also had anxiety (36.6%) and about 1 in 5 also had depression (20.3%).

For adolescents, depression, substance use and suicide are important concerns. Among adolescents aged 12-17 years in 2018-2019 reporting on the past year:

Learn more about high-risk substance use among youth. Learn more about suicide.

Mental, behavioral, and developmental disorders begin in early childhood
1 in 6 U.S. children aged 2-8 years (17.4%) had a diagnosed mental, behavioral, or developmental disorder.

Prevalence of mental disorders change with age

Diagnoses of ADHD, anxiety, and depression become are more common with increased age.

Behavior problems are more common among children aged 6-11 years than younger or older children.

Adverse childhood events (ACEs) are associated with children's physical and mental health. In 2016-2019, among children aged 6-17 years:

Children who were discriminated against based on race or ethnicity had higher percentages of one or more physical health conditions (37.8% versus 27.1%), and one or more mental health conditions (28.9% versus 17.8%).

Racial/ethnic discrimination was almost seven times as common among children with three other ACEs compared to those with no other ACEs.

Note: The estimates reported on this page are based on parent report, using nationally representative surveys. This method has several limitations. It is not known to what extent children receive these diagnoses accurately. Estimates based on parent-reported diagnoses may match those based on medical records, but some children may also have mental disorders that have not been diagnosed, or receive diagnoses that may not be the best fit for their symptoms. Limited information on measuring children's mental health nationally is available.

Read more about children's mental health from a community study.

Access to mental health treatment

Early diagnosis and appropriate services for children and their families can make a difference in the lives of children with mental disorders. Access to providers who can offer services, including screening, referrals, and treatment, varies by location. CDC is working to learn more about access to behavioral health services and supports for children and their families.
View information by state describing the rates of different types of providers who can offer behavioral health services providers by county. Read a recent report describing shortages of services, barriers to treatment, and how integration of behavioral health care with pediatric primary care could address the issues. Read a policy brief on potential ways to increase access to mental health services for children in rural areas
Data sources for mental health and related conditions

There are many different datasets which include information on children's mental health and related conditions for children living in the United States.

Healthy People 2030
Healthy People 2030 sets data-driven national objectives to improve health and well-being over the next decade, including children's mental health and well-being.

National Survey of Family Growth (NSFG)
NSFG gathers information on family life, marriage and divorce, pregnancy, infertility, use of contraception, and general and reproductive health.

National Health and Nutrition Examination Survey (NHANES)
NHANES assesses health and nutritional status through interviews and physical examinations, and includes conditions, symptoms, and concerns associated with mental health and substance abuse, as well as the use and need for mental health services.

National Health Interview Survey (NHIS)
NHIS collects data on children's mental health, mental disorders, such as ADHD, autism spectrum disorder, depression and anxiety problems, and use and need for mental health services.

National Survey of Children's Health (NSCH)
NSCH examines the health of children, with emphasis on well-being, including medical homes, family interactions, the health of parents, school and after-school experiences, and safe neighborhoods. This survey was redesigned in 2016.

For previous versions of this survey, see also:
National Survey of Children's Health (NSCH 2003, 2007, 2011-12)
National Survey of Children with Special Healthcare Needs (NS-CSHCN 2001, 2005-6, 2009-10)

National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA)
NS-DATA collects information about children, 2-15 years old in 2011-2012, who had ever been diagnosed with ADHD and/or Tourette syndrome (TS), with the goal of better understanding diagnostic practices, level of impairment, and treatments for this group of children.

National Survey on Drug Use and Health (NSDUH)
NSDUH, administered by the Substance Abuse and Mental Health Services Administration (SAMHSA), provides national- and state-level data on the use of tobacco, alcohol, and illicit drugs (including non-medical use of prescription drugs), as well as data on mental health in the United States.

National Vital Statistics System (NVSS)
NVSS contains vital statistics from the official records of live births, deaths, causes of death, marriages, divorces, and annulment recorded by states and independent registration areas

National Youth Tobacco Survey (NYTS)
NYTS is a nationally representative school-based survey on tobacco use by public school students enrolled in grades 6-12.

School Associated Violent Death Study (SAVD)
SAVD plays an important role in monitoring trends related to school-associated violent deaths (including suicide), identifying the factors that increase the risk, and assessing the effects of prevention efforts.

School Health Policies and Programs Study (SHPPS)
SHPPS is a national survey assessing school health policies and practices at the state, district, school, and classroom levels. Collected data includes mental health and social service policies.

Web-based Injury Statistics Query and Reporting System (WISQARS)
WISQARS is an interactive database system that provides customized reports of injury-related data.

Youth Risk Behavior Surveillance System (YRBSS)
The YRBSS monitors health-risk behaviors, including tobacco use, substance abuse, unintentional injuries and violence, sexual behaviors that contribute to unintended pregnancy, and sexually transmitted diseases.

References

1. Perou R, Bitsko RH, Blumberg SJ, Pastor P, Ghandour RM, Gfroerer JC, Hedden SL, Crosby AE, Visser SN, Schieve LA, Parks SE, Hall JE, Brody D, Simile CM, Thompson WW, Baio J, Avenevoli S, Kogan MD, Huang LN. Mental health surveillance among children - United States, 2005-2011. MMWR 2013;62(Suppl; May 16, 2013):1-35. [Read summary]

2. Bitsko RH, Claussen AH, Lichtstein J, Black LJ, Everett Jones S, Danielson MD, Hoenig JM, Davis Jack SP, Brody DJ, Gyawali S, Maenner MM, Warner M, Holland KM, Perou R, Crosby AE, Blumberg SJ, Avenevoli S, Kaminski JW, Ghandour RM. Surveillance of Children's Mental Health - United States, 2013 - 2019 MMWR, , 2022 / 71(Suppl-2);1-42. [Read article]

3. Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print October 12, 2018 [Read summary]

4. Bitsko RH, Holbrook JR, Ghandour RM, Blumberg SJ, Visser SN, Perou R, Walkup J. Epidemiology and impact of healthcare provider diagnosed anxiety and depression among US children. Journal of Developmental and Behavioral Pediatrics. Published online before print April 24, 2018 [Read summary]

5. Cree RA, Bitsko RH, Robinson LR, Holbrook JR, Danielson ML, Smith DS, Kaminski JW, Kenney MK, Peacock G. Health care, family, and community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2-8 years - United States, 2016. MMWR, 2018;67(5):1377-1383. [Read article]

6. Hutchins HJ, Barry CM, Valentine V, Bacon S, Njai R, Claussen AH, Ghandour RM, Lebrun-Harris LA, Perkins K, Robinson LR (submitted). Perceived racial/ethnic discrimination, physical and mental health conditions in childhood, and the relative role of other adverse experiences. Adversity and Resilience Science published online May 23, 2022. [Read summary]

7. US Department of Health and Human Services Health Resources and Services Administration & Maternal and Child Health Bureau. Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, and National Institutes of Health, National Institute of Mental Health; 1999. [Read report]

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Data and Statistics on Children's Mental Health | CDC

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Read data highlights about children's mental health.

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About 20% of all teens experience depression before they reach adulthood. Between 10 to 15 percent suffer from symptoms at any one time. Only 30 percent of depressed teens are being treated for it.

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Overview

Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities. It affects how your teenager thinks, feels and behaves, and it can cause emotional, functional and physical problems. Although depression can occur at any time in life, symptoms may be different between teens and adults.

Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for teens. But for some teens, the lows are more than just temporary feelings - they're a symptom of depression.

Teen depression isn't a weakness or something that can be overcome with willpower - it can have serious consequences and requires long-term treatment. For most teens, depression symptoms ease with treatment such as medication and psychological counseling.

Symptoms

Teen depression signs and symptoms include a change from the teenager's previous attitude and behavior that can cause significant distress and problems at school or home, in social activities, or in other areas of life.

Depression symptoms can vary in severity, but changes in your teen's emotions and behavior may include the examples below.

Emotional changes

Be alert for emotional changes, such as:

Feelings of sadness, which can include crying spells for no apparent reason

Frustration or feelings of anger, even over small matters

Feeling hopeless or empty

Irritable or annoyed mood

Loss of interest or pleasure in usual activities

Loss of interest in, or conflict with, family and friends

Low self-esteem

Feelings of worthlessness or guilt

Fixation on past failures or exaggerated self-blame or self-criticism

Extreme sensitivity to rejection or failure, and the need for excessive reassurance

Trouble thinking, concentrating, making decisions and remembering things

Ongoing sense that life and the future are grim and bleak

Frequent thoughts of death, dying or suicide

Behavioral changes

Watch for changes in behavior, such as:

Tiredness and loss of energy

Insomnia or sleeping too much

Changes in appetite - decreased appetite and weight loss, or increased cravings for food and weight gain

Use of alcohol or drugs

Agitation or restlessness - for example, pacing, hand-wringing or an inability to sit still

Slowed thinking, speaking or body movements

Frequent complaints of unexplained body aches and headaches, which may include frequent visits to the school nurse

Social isolation

Poor school performance or frequent absences from school

Less attention to personal hygiene or appearance

Angry outbursts, disruptive or risky behavior, or other acting-out behaviors

Self-harm - for example, cutting or burning

Making a suicide plan or a suicide attempt

What's normal and what's not

It can be difficult to tell the difference between ups and downs that are just part of being a teenager and teen depression. Talk with your teen. Try to determine whether he or she seems capable of managing challenging feelings, or if life seems overwhelming.

When to see a doctor

If depression signs and symptoms continue, begin to interfere in your teen's life, or cause you to have concerns about suicide or your teen's safety, talk to a doctor or a mental health professional trained to work with adolescents. Your teen's family doctor or pediatrician is a good place to start. Or your teen's school may recommend someone.

Depression symptoms likely won't get better on their own - and they may get worse or lead to other problems if untreated. Depressed teenagers may be at risk of suicide, even if signs and symptoms don't appear to be severe.

If you're a teen and you think you may be depressed - or you have a friend who may be depressed - don't wait to get help. Talk to a health care provider such as your doctor or school nurse. Share your concerns with a parent, a close friend, a spiritual leader, a teacher or someone else you trust.

Symptoms

Suicide is often associated with depression. If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your mental health professional.

Contact a suicide hotline.

In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. The Spanish language phone line is 1-888-628-9454 (toll-free). Services are free and confidential.

Or contact a crisis service for teenagers in the U.S. called TXT 4 HELP: Text the word "safe" and your current location to 4HELP (44357) for immediate help, with the option for interactive texting.

Seek help from your primary care doctor or other health care provider.

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If a loved one or friend is in danger of attempting suicide or has made an attempt:

Make sure someone stays with that person.

Call 911 or your local emergency number immediately.

Or, if you can do so safely, take the person to the nearest hospital emergency room.

Never ignore comments or concerns about suicide. Always take action to get help.

Causes

It's not known exactly what causes depression, but a variety of issues may be involved. These include:

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that carry signals to other parts of your brain and body. When these chemicals are abnormal or impaired, the function of nerve receptors and nerve systems changes, leading to depression.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression.

Inherited traits. Depression is more common in people whose blood relatives - such as a parent or grandparent - also have the condition.

Early childhood trauma. Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that increase the risk of depression.

Learned patterns of negative thinking. Teen depression may be linked to learning to feel helpless - rather than learning to feel capable of finding solutions for life's challenges.

Risk factors

Many factors increase the risk of developing or triggering teen depression, including:

Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems

Having been the victim or witness of violence, such as physical or sexual abuse

Having other mental health conditions, such as bipolar disorder, an anxiety disorder, a personality disorder, anorexia or bulimia

Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)

Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma

Having certain personality traits, such as low self-esteem or being overly dependent, self-critical or pessimistic

Abusing alcohol, nicotine or other drugs

Being gay, lesbian, bisexual or transgender in an unsupportive environment

Family history and issues with family or others may also increase your teenager's risk of depression, such as:

Having a parent, grandparent or other blood relative with depression, bipolar disorder or alcohol use problems

Having a family member who died by suicide

Having a family with major communication and relationship problems

Having experienced recent stressful life events, such as parental divorce, parental military service or the death of a loved one

Complications

Untreated depression can result in emotional, behavioral and health problems that affect every area of your teenager's life. Complications related to teen depression may include, for example:

Alcohol and drug misuse

Academic problems

Family conflicts and relationship difficulties

Suicide attempts or suicide

Prevention

There's no sure way to prevent depression. However, these strategies may help. Encourage your teenager to:

Take steps to control stress, increase resilience and boost self-esteem to help handle issues when they arise

Practice self-care, for example by creating a healthy sleep routine and using electronics responsibly and in moderation

Reach out for friendship and social support, especially in times of crisis

Get treatment at the earliest sign of a problem to help prevent depression from worsening

Maintain ongoing treatment, if recommended, even after symptoms let up, to help prevent a relapse of depression symptoms

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This serious mental health problem affects how your teenager thinks, feels and behaves, and can cause emotional, functional and physical problems.

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20% will have bad self esteeme.

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Dat Tan Nguyen 1*,

E. Pamela Wright ²,

Christine Dedding 3†,

Tam Thi Pham ¹ and

Joske Bunders ³

Faculty of Public Health - Can Tho University of Medicine and Pharmacy, Can Tho City, Vietnam

Guelph International Health Consulting, Amsterdam, Netherlands

VU University Athena Institute, Faculty of Earth and Life Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.

Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam. A structured questionnaire was applied to ask about self-esteem, depression, anxiety, educational stress, and suicidal ideation.

Results: Students with low self-esteem were detected at a prevalence of 19.4%. High educational stress and physical and emotional abuse by parents or other adults in the household were major risk factors correlated to low self-esteem, while a protective factor for low self-esteem was attending supplementary classes. An association among lower self-esteem and increased anxiety, depression, and suicidal ideation was detected.

Conclusions: Self-esteem is associated with anxiety, depression, and academic stress, which significantly affect students' quality of life and links to suicidal ideation. These results therefore suggested the need for a school-based or web-based provision aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Introduction

It is well recognised that adolescence is one of the most rapid phases of human development ( 1). It is characterised by a rapid physical, social, and cognitive growth, as well as changes in self-esteem. Self-esteem is reported to have a significant impact on important life outcomes including health and social outcomes during adolescence and adulthood. For example, there is a clear connection between higher self-esteem and positive outcomes, such as occupational success, better social relationships, a sense of well-being, and positive perceptions by peers, academic achievement, and good coping skills ( 2, 3). Low self-esteem is causally related to depression, substance abuse, antisocial behaviour, and suicide ( 4- 6). The literature demonstrates that social functioning, such as acceptance by peers, is lower in children with low self-esteem ( 7).

Extensive research has explored risk and protective factors related to low self-esteem development during adolescence. Reported risk factors include being a girl ( 6, 8, 9), the family's low socioeconomic status ( 10), parents' education level, family eligibility for public assistance, eligibility for free or reduced-cost school meals, the parents' employment status ( 11), and school performance and grades ( 6, 12), as well as obesity ( 13).

Academic achievement is known to be affected by self-esteem, while self-esteem may also influence academic achievement ( 7). High self-esteem is reported as an important predictive factor for students' academic achievement ( 14). Another study found that while high self-esteem resulted in many positive outcomes and benefits, it did not necessarily lead to good school performance ( 15). On the other hand, adolescents with poor academic results did not always have low general self-esteem ( 16).

There is an association between low self-esteem and negative outcomes for young people's behavioural and mental health problems, including health-compromising behaviours such as substance abuse, early sexual activity, and eating problems ( 17). A longitudinal study among a large sample of young New Zealanders found, however, that while low self-esteem significantly predicted adolescent eating and other health-compromising behaviours, it was not related to substance abuse and early sexual activity ( 18). With regard to mental health, a correlation has been detected between low self-esteem and depression ( 19, 20), anxiety ( 10, 21), and adolescents' suicidal ideation and attempts ( 18, 22).

Reports during the past few years indicate that there is a strong relationship between academic pressure and stress, depression, anxiety, low self-esteem, and suicidal ideation among students in secondary or high school and in young adults ( 23- 25). A study describing perceptions about mental illness in Hue in Vietnam noted that "studying or thinking too much" is a cause of mental health problems ( 26). In Vietnamese culture, the pressure from parents and schools might be expected to have an unintended effect, leading to lower self-esteem and associated outcomes seen elsewhere among high school students. There are as yet no reports of systematic studies on this issue in Vietnam, and there are few reports of descriptive or analytical research into adolescent self-esteem.

This is particularly relevant since we found high levels of depression, anxiety, and suicidal ideation among secondary school students in Vietnam [Nguyen, D. T., Dedding, C., Pham, T. T., Wright, P., & Bunders, J. ( 25)]. This article reports on a study that aimed to determine (1) the prevalence of low self-esteem; (2) the characteristics associated with low self-esteem; and (3) the relationships among self-esteem and anxiety, depression, educational stress, and suicidal ideation in secondary school students. We hypothesised that low self-esteem would be associated with a greater risk of poor mental health status.

Materials and Methods

Study Design and Participants

A cross-sectional study design was used to recruit 1,260 students at three secondary schools in urban and suburban areas in Cantho City in Vietnam. All data were collected during the first academic semester, from September to December 2011. A more detailed description of the sampling and its participants can be found elsewhere ( 25).

Measures

All participants were invited to provide information by self-reporting using a questionnaire. This was done after class or at home anonymously to minimise potential reporting bias and to keep information confidential. The detailed components of the questionnaire have been described elsewhere ( 25).

The 10-item Rosenberg Self-esteem Scale ( 21, 27) was used to assess global self-esteem, with higher scores indicating more positive self-regard. Each item asked for response using a 4-point Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree). The scale is generally reliable, with test-retest correlations value between 0.82 and 0.88 ( 21). The Cronbach α of the scale in the present study was 0.77. The scale ranges from 0 to 30: a score greater than 25 suggests high self-esteem; scores between 15 and 25 are considered to be within normal range, whereas scores less than 15 suggest low self-esteem (Morris Rosenberg).

A more detailed method description on employing the Center for Epidemiology Studies Depression (CES-D), the anxiety scale, and the Educational Stress Scale for Adolescents for this study is available ( 25).

To address the issue of suicidal ideation, additional questions on whether the student had ever seriously considered suicide or made a suicide plan used a 3-point scale (never, sometimes, and often). A yes/no question was also used to identify students who had attempted suicide.

To define risks and protective factors, we explore the variables listed in Table 1, including mother's education, physical and emotional abuse by parents or other adults in the household or school, academic performance in the last semester, educational stress, attendance at a supplementary class, and use of personal tutor. The data collected using the questionnaire is available in the Supplementary Data File.

Table 1 Frequencies and percentages (%) of sociodemographic variables of participants by self-esteem status.

Data Analysis

Demographic data were analysed descriptively to determine basic characteristics of the sample population and presented as means ± standard deviations (SD). The χ ² test was used to assess the significance of differences in the distribution of participants by selected sociodemographic characteristics, risk factors, and outcome variables. Associations between low self-esteem and family characteristics, educational stress, and academic achievement were explored by logistic regression analysis. Univariate independent predictors of low self-esteem with p < 0.10 were entered in a multivariate logistic regression model, and the backward Wald method was applied to study their influence on the presence of low self-esteem. Univariate logistical analyses were also applied to determine the relationships among low self-esteem and anxiety, depression, and suicidal ideation, and Pearson correlation coefficients were used to measure the correlations among these. All analyses were carried out using a significance level of 5%, and all tests were 2-sided. The 95% confidence intervals (CIs) of odds ratios (ORs) were also calculated. All analyses were analysed by using SPSS Inc, Chicago, the United States of America version 16.0.

Results

Demographics

Of the 1,260 students invited to participate, 111 (7.3%) were excluded from analysis because they did not adequately complete the questionnaire; for example, they did not provide answers to five or more items in the CES-D. The final sample comprised 1,149 senior high school students with a mean age of 16.1 years. Participating students were fairly evenly distributed in terms of sex: 36.5% males and 63.5% females ( Table 1). This proportion also reflects the proportion of males and females enrolled in the classes studied. Students' participation from each grade (10-12) did not significantly differ, at around 33% each. Ninety-five percent of students were ethnically Kinh; other ethnic groups included Hoa and Khmer. This sample was in line with the school population in this area.

Prevalence of Low Self-Esteem and Characteristics Associated With Self-Esteem

The mean self-esteem score was 17.56 on a scale of 0 to 30. The scores for boys and girls were similar (17.83 vs. 17.40; t = 1.720; p = 0.086). Based on all scores, nearly a fifth (19.4%) of the respondents reported low self-esteem according to Rosenberg's criteria, with scores below 15 ( Table 1). Based on univariate logistic regression analysis, among six investigated variables, two variables "having a personal tutor" and "attendance at supplementary class" were negatively associated with the risk of low self-esteem, while the other variables were positively correlated to low self-esteem ( Table 2). Students were likely to show lower self-esteem, when their mother's education was at primary level or below, when they were often physically or emotionally abused at home or at school, when they had below average/very poor academic performance in the last semester, or when they reported experiencing high educational stress.

Table 2 Factors associated with low self-esteem: multivariate logistic regression analyses.

In the multivariate regression analysis (with the backward Wald method), not accounting for effect modification, four variables remained correlated to low self-esteem, either in a negative or positive direction. Having a personal tutor and academic performance in the last semester were no longer a significant association, but attending supplementary classes still remained a protective factor for low self-esteem (reduced OR of 43% compared with students not attending) ( Table 2).Study results that were considerably positively associated to low self-esteem were medium and high educational stress (ORs = 2.25 and 4.02, respectively).

Relationships Between Self-Esteem and Anxiety, Depression, and Educational Stress, and Suicidal Ideation

As shown in Table 3, four variables-self-esteem, anxiety, depression, and educational stress-were related to each other. Self-esteem was negatively correlated to anxiety, depression, and educational stress, while educational stress was positively correlated to anxiety and depression.

Table 3 Pearson correlations between self-esteem, anxiety, depression, and educational stress.

One of the purposes of the study was to identify the impact of self-esteem on mental health problems. The results of univariate logistics indicate that low self-esteem contributed significantly to anxiety, depression, and suicide among adolescents. Compared to students who reported normal self-esteem, the students who reported low self-esteem had twice the odds of having anxiety symptoms [20.3% (187/921) vs. 34.2% (76/222)] (OR = 2.04; 95% CI OR = 1.48-2.82, p < 0.001), nearly six times the odds of being at risk of depression (CES-D score of ≥16) (74.0% vs. 33.2%), (OR = 5.72; 95% CI OR = 4.11-7.59), four times the odds of having depressive symptoms (CES-D scores of > 21) (50.7% vs. 19.8%) (OR = 4.16; 95% CI OR = 3.06-5.66), and nearly five times the odds of having depression (CES-D score of > 25) (41.7% vs. 13.0%), (OR = 4.79; 95% CI OR = 3.45 - 6.65). Students with low self-esteem also were significantly more likely to have considered or attempted suicide ( Table 4).

Table 4 Associations between self-esteem and suicidal ideation.

Discussion

We investigated the prevalence of low self-esteem among secondary school students, the characteristics associated with low self-esteem, and the relationships among self-esteem and anxiety, depression, and suicide. Nearly 20% of the students had low self-esteem, with no difference between girls and boys. These results are in line with some previous studies ( 12, 28), but inconsistent with others ( 6, 12). Cultural and social differences in the study populations could explain some of the differences.

Reasons for Having a Higher Prevalence of Low Self-Esteem Among Females

The results of this study cannot provide precise reasons for the higher prevalence of lower self-esteem among females; however, a number of possible causes for the gender differences are worth discussing. Although gender equality has improved in recent years in Vietnam and is clearly legislated, gender issues within the family and society remain a challenge for most Vietnamese, who are strongly influenced by traditional culture and custom ( 29). There is an association between female gender and emotionally unstable personality ( 30, 31). As a result, women are more prone to develop emotionally unstable personality (e.g. borderline personality) ( 32). Thus, females' self-esteem may be more likely to fluctuate, depending on how they themselves or others, especially their parents, evaluate their achievements.

A high prevalence of low self-esteem among the secondary school students should be considered as an important mental health problem not only by parents, school teachers, and principals but also by policy makers in the education and health sectors in Vietnam. In fact, health care related to psychological disorders has not received adequate consideration yet in Vietnam ( 33). Therefore, it is important to take mental health care into account when developing a policy framework to improve general school health services, such as directive no. 23/2006/CT-TTg on having well-equipped and professionally qualified health officers in schools ( 34), and Decision No. 401/2009/QD-TTg, which approved the program "Preventing and combatting diseases in educational establishments belonging to the national education system" ( 35).

Our results confirm the findings of previous studies ( 6, 10, 25, 36), namely, that family characteristics, including mother's low educational level and physical and emotional abuse by parents or other adults in the household, were associated with low levels of self-esteem. In addition, educational characteristics such as the school environment, academic performance, and high educational stress were strongly associated with self-esteem. These findings are consistent with results of other studies, for example, by Pullmann & Allik ( 16), which found that parents have a great deal of influence on their children's psychological development, including on the relationships outside the family environment ( 6, 10). Students who attended one or more supplementary classes appeared to be at lower risk of having poor self-esteem. In Vietnam, these students are usually from a family with a higher socioeconomic status. Attending supplementary class may reduce the stress of workload and academic pressure for those students. It would be useful to confirm this with further studies in the Vietnamese context, but this kind of support is unlikely to be available to families who cannot pay for it.

Low self-esteem in the adolescents in Cantho City was associated with poor academic performance. Aryana ( 14) reported that high self-esteem among preuniversity students was an important factor in predicting high academic achievement. Our finding also highlights that self-esteem plays an important role in predicting academic achievement, although a cross-sectional study design is unable to demonstrate causality; a prospective study to identify causality of the low self-esteem would be appropriate in future research.

With regard to mental health, the results of Pearson correlation analysis showed that self-esteem was negatively correlated to anxiety, depression, and educational stress, while the results of univariate logistic regression illustrated that low self-esteem contributed to a high risk of anxiety, depression, and suicidal ideation. These results are comparable to others showing that low self-esteem was associated with depression ( 19, 20, 37) and identifying a relationship between self-esteem and anxiety ( 10, 21), as well as a relationship between low self-esteem and suicidal ideation and suicide attempts among adolescents ( 18, 22). Screening for low self-esteem in adolescents is a possible strategy to help identify secondary school students at risk of anxiety, depression, and suicide. In addition, our previous study ( 25) showed an association between mental health problems and academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. There is clearly a need to reduce mental health problems among today's secondary school students in Vietnam. The development of a website to provide psychoeducation designed to meet the needs of young Vietnamese and of school-based counselling services for students, possibly by collaborating with volunteers from the Youth Union, the largest sociopolitical Vietnamese youth organization, at local universities, teachers, and parents, will be explored as one of the solutions ( 36). Around 66.3% of young Vietnamese downloaded the mobile health applications for disease prevention ( 38). Nevertheless, one of the challenges to using a digital health intervention is that young Vietnamese with a higher perceived stress level were significantly less likely to use such interventions ( 39).

Study Limitations

One limitation of this study relates to the sample and its generalizability. Although the distribution of girls and boys reflected the true/current situation in the classes selected, the sample was from only three schools in urban and suburban Cantho. Another limitation concerns the study design, which specified collection of data from adolescents by self-reporting using standardised questionnaires. The respondents' personality and identity development are still incomplete, which could result in fluctuating self-perceptions ( 9) and thus unreliable reporting. Also, the exploration of potential causes of low self-esteem as self-reported by subjects was not included in the survey. Another limitation is that the cross-sectional study design does not permit detection of links between covariates; longitudinal studies on this topic are still needed. Finally, the self-esteem, anxiety, and CES-D scales, like other screening instruments, cannot be viewed as diagnostic tools, but only as screening tests to identify members of groups at risk for these conditions. The results tell us how the students perceive their health but are not in themselves evidence of medical concerns. Moreover, there is no assessment of stress coping and stress levels, obesity ( 40), and chronic medical illness (e.g. asthma) ( 41), which may confound and influence anxiety, depression, and suicidal ideations. Finally, in a cross-sectional study, the cause-effect relationship cannot be measured; that requires a longitudinal cohort or a randomised controlled study.

Conclusions

Our research suggested that self-esteem is correlated to anxiety, depression, and academic stress, which significantly affects students' quality of life and is linked to suicidal ideation. The results therefore suggest the need for a school-based or web-based provision of information or services aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Ethics Statement

The study was approved by the Scientific and Training Committees of Cantho University of Medicine and Pharmacy. Written informed consent for participation was obtained from students' parents or legal guardians before data collection.

Author Contributions

A first draft of the manuscript was prepared by DN under the guidance of CD. All authors contributed to the final manuscript version. DN, JB, and CD jointly generated the research idea and the study design. DN, CD, TP, and EW contributed to the survey tools. DN and TP coordinated the surveys and data collection in the field. DN, TP, CD, and EW carried out data analysis.

Funding

The study has been supported by a scholarship from the "Strengthening teaching and research capacity of preventive medicine staffs to meet the challenges of emerging infections and new environmental hazards to health" Project, collaboration between Hanoi University, NUFFIC, and the Dutch Government.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

Special thanks to all the students who participated in the study. We would also like to thank Hanoi University of Medicine and Cantho University of Medicine and Pharmacy as the Coordinating Board of the project in Vietnam and Professor Pham Van Linh, Rector of Cantho University of Medicine and Pharmacy, for their kind support for this work. Our appreciation also goes to Professor Wim Brandsma and Professor Wim van Brakel for their kind advice on the data analysis.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00698/full#supplementary-material

References

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Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study

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Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam.

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lots of people suffer from a different types o mental illness .

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Among high school students, 44% of girls and 15% of guys are attempting to lose weight.[

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Approximately 280 million people have depression (1)

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Key facts

Depression is a common mental disorder.

Globally, an estimated 5.7% of adults suffer from depression.

More women are affected by depression than men.

Depression can lead to suicide.

There is effective treatment for mild, moderate and severe depression.

Depressive disorder (also known as depression) is a common mental disorder. It involves a depressed mood or loss of pleasure or interest in activities for long periods of time.

Depression is different from regular mood changes and feelings about everyday life. It can affect all aspects of life, including relationships with family, friends and community. It can result from or lead to problems at school and at work.

Depression can happen to anyone. People who have lived through abuse, severe losses or other stressful events are more likely to develop depression. Women are more likely to have depression than men.

An estimated 4% of the population experience depression, including 5.7% of adults (4.6% among men and 6.9% among women), and 5.9% of adults aged 70 years and older. Approximately 332 million people in the world have depression (1). Depression is about 1.5 times more common among women than among men. Worldwide, more than 10% of pregnant women and women who have just given birth experience depression (2). In 2021, an estimated 727 000 people lost their lives to suicide. Suicide is the third leading cause of death in 15-29-year-olds.

In high-income countries, only about one third of people with depression receive mental health treatment (3).

Barriers to effective care include a lack of investment in mental health care, lack of trained health-care providers and social stigma associated with mental disorders.

Symptoms and patterns

During a depressive episode, a person experiences a depressed mood (feeling sad, irritable, empty). They may feel a loss of pleasure or interest in activities.

A depressive episode is different from regular mood fluctuations. They last most of the day, nearly every day, for at least two weeks.

Other symptoms are also present, which may include:

poor concentration

feelings of excessive guilt or low self-worth

hopelessness about the future

thoughts about dying or suicide

disrupted sleep

changes in appetite or weight

feeling very tired or low in energy.

Depression can cause difficulties in all aspects of life, including in the community and at home, work and school.

A depressive episode can be categorized as mild, moderate, or severe depending on the number and severity of symptoms, as well as the impact on the individual's functioning.

There are different patterns of depressive episodes including:

single episode depressive disorder, meaning the person's first and only episode;

recurrent depressive disorder, meaning the person has a history of at least two depressive episodes; and

bipolar disorder, meaning that depressive episodes alternate with periods of manic symptoms, which include euphoria or irritability, increased activity or energy, and other symptoms such as increased talkativeness, racing thoughts, increased self-esteem, decreased need for sleep, distractibility, and impulsive reckless behaviour.

Contributing factors and prevention

Depression results from a complex interaction of social, psychological, and biological factors. People who have gone through adverse life events (unemployment, bereavement, traumatic events) are more likely to develop depression. Depression can, in turn, lead to more stress and dysfunction and worsen the affected person's life situation and the depression itself.

Depression is closely related to and affected by physical health. Many of the factors that influence depression (such as physical inactivity or harmful use of alcohol) are also known risk factors for diseases such as cardiovascular disease, cancer, diabetes and respiratory diseases. In turn, people with these diseases may also find themselves experiencing depression due to the difficulties associated with managing their condition.

Prevention programmes have been shown to reduce depression. Effective community approaches to prevent depression include school-based programmes to enhance a pattern of positive coping in children and adolescents. Interventions for parents of children with behavioural problems may reduce parental depressive symptoms and improve outcomes for their children. Exercise programmes for older persons can also be effective in depression prevention.

Diagnosis and treatment

There are effective treatments for depression. These include psychological treatment and medications. Seek care if you have symptoms of depression.

Psychological treatments are the first treatments for depression. They can be combined with antidepressant medications in moderate and severe depression. Antidepressant medications are not needed for mild depression.

Psychological treatments can teach new ways of thinking, coping or relating to others. They may include talk therapy with professionals and supervised lay therapists. Talk therapy can happen in person or online. Psychological treatments may be accessed through self-help manuals, websites and apps.

Effective psychological treatments for depression include:

behavioural activation

cognitive behavioural therapy

interpersonal psychotherapy

problem-solving therapy.

Antidepressant medications include selective serotonin reuptake inhibitors (SSRIs), such as fluoxetine.

Health-care providers should keep in mind the possible adverse effects associated with antidepressant medication, the ability to deliver either intervention (in terms of expertise, and/or treatment availability), and individual preferences.

Antidepressants should not be used for treating depression in children and are not the first line of treatment in adolescents, among whom they should be used with extra caution.

Different medications and treatments are used for bipolar disorder.

Self-care

Self-care can play an important role in managing symptoms of depression and promoting overall well-being.

What you can do:

try to keep doing activities you used to enjoy

stay connected to friends and family

exercise regularly, even if it's just a short walk

stick to regular eating and sleeping habits as much as possible

avoid or cut down on alcohol and don't use illicit drugs, which can make depression worse

talk to someone you trust about your feelings

seek help from a healthcare provider.

If you have thoughts of suicide:

remember you are not alone, and that many people have gone through what you're experiencing and found help

talk to someone you trust about how you feel

talk to a health worker, such as a doctor or counsellor

join a support group.

If you think you are in immediate danger of harming yourself, contact any available emergency services or a crisis line.

WHO response

WHO's Comprehensive Mental Health Action Plan 2013-2030 highlights the steps required to provide appropriate interventions for people with mental disorders including depression.

Depression and self-harm/suicide are among the priority conditions covered by WHO's Mental Health Gap Action Programme (mhGAP). The Programme aims to help countries increase services for people with mental, neurological and substance use disorders through care provided by health workers who are not specialists in mental health.

WHO has developed brief psychological intervention manuals for depression that may be delivered by lay therapists to individuals and groups. An example is the Problem Management Plus (PM+) manual, which describes the use of behavioural activation, stress management, problem solving treatment and strengthening social support. Moreover, the Group Interpersonal Therapy for Depression manual describes group treatment of depression. Finally, the Thinking Healthy manual covers the use of cognitive-behavioural therapy for perinatal depression.
References
1. 2021 Global Burden of Disease (GBD) [online database]. Seattle: Institute for Health Metrics and Evaluation; 2024 ( https://vizhub.healthdata.org/gbd-results/, accessed 13 August 2025).

2. Woody CA, Ferrari AJ, Siskind DJ, Whiteford HA, Harris MG. A systematic review and meta-regression of the prevalence and incidence of perinatal depression. J Affect Disord. 2017;219:86-92.

3. Evans-Lacko S, Aguilar-Gaxiola S, Al-Hamzawi A, et al. Socio-economic variations in the mental health treatment gap for people with anxiety, mood, and substance use disorders: results from the WHO World Mental Health (WMH) surveys. Psychol Med. 2018;48(9):1560-1571.

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WHO fact sheet on depression, providing information on prevalence, symptoms, prevention and contributing factors, diagnosis and treatment, and WHO's work in the area.

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1 in 3 of all teenagers struggle with self-esteem

https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Anxiety-Disorders.aspx#:~:text=According%20to%20the%20National%20Institutes,will%20experience%20an%20anxiety%20disorder.

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A publication of the ACT for Youth Center of Excellence

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About 20% of all teens experience depression.

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Depression Symptoms in Teens: Why Today’s Teens Are More Depressed Than Ever

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Depression symptoms in teens? Teen and adolescent suicides have continued to rise dramatically in recent years. Find out why today’s teens are more depressed than ever.

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anxiety can be in your genes linked with depression, and begins early in childhood. when having anxiety you will feel chained

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19.4 percent of teens have low self esteem.

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Dat Tan Nguyen 1*,

E. Pamela Wright ²,

Christine Dedding 3†,

Tam Thi Pham ¹ and

Joske Bunders ³

Faculty of Public Health - Can Tho University of Medicine and Pharmacy, Can Tho City, Vietnam

Guelph International Health Consulting, Amsterdam, Netherlands

VU University Athena Institute, Faculty of Earth and Life Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.

Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam. A structured questionnaire was applied to ask about self-esteem, depression, anxiety, educational stress, and suicidal ideation.

Results: Students with low self-esteem were detected at a prevalence of 19.4%. High educational stress and physical and emotional abuse by parents or other adults in the household were major risk factors correlated to low self-esteem, while a protective factor for low self-esteem was attending supplementary classes. An association among lower self-esteem and increased anxiety, depression, and suicidal ideation was detected.

Conclusions: Self-esteem is associated with anxiety, depression, and academic stress, which significantly affect students' quality of life and links to suicidal ideation. These results therefore suggested the need for a school-based or web-based provision aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Introduction

It is well recognised that adolescence is one of the most rapid phases of human development ( 1). It is characterised by a rapid physical, social, and cognitive growth, as well as changes in self-esteem. Self-esteem is reported to have a significant impact on important life outcomes including health and social outcomes during adolescence and adulthood. For example, there is a clear connection between higher self-esteem and positive outcomes, such as occupational success, better social relationships, a sense of well-being, and positive perceptions by peers, academic achievement, and good coping skills ( 2, 3). Low self-esteem is causally related to depression, substance abuse, antisocial behaviour, and suicide ( 4- 6). The literature demonstrates that social functioning, such as acceptance by peers, is lower in children with low self-esteem ( 7).

Extensive research has explored risk and protective factors related to low self-esteem development during adolescence. Reported risk factors include being a girl ( 6, 8, 9), the family's low socioeconomic status ( 10), parents' education level, family eligibility for public assistance, eligibility for free or reduced-cost school meals, the parents' employment status ( 11), and school performance and grades ( 6, 12), as well as obesity ( 13).

Academic achievement is known to be affected by self-esteem, while self-esteem may also influence academic achievement ( 7). High self-esteem is reported as an important predictive factor for students' academic achievement ( 14). Another study found that while high self-esteem resulted in many positive outcomes and benefits, it did not necessarily lead to good school performance ( 15). On the other hand, adolescents with poor academic results did not always have low general self-esteem ( 16).

There is an association between low self-esteem and negative outcomes for young people's behavioural and mental health problems, including health-compromising behaviours such as substance abuse, early sexual activity, and eating problems ( 17). A longitudinal study among a large sample of young New Zealanders found, however, that while low self-esteem significantly predicted adolescent eating and other health-compromising behaviours, it was not related to substance abuse and early sexual activity ( 18). With regard to mental health, a correlation has been detected between low self-esteem and depression ( 19, 20), anxiety ( 10, 21), and adolescents' suicidal ideation and attempts ( 18, 22).

Reports during the past few years indicate that there is a strong relationship between academic pressure and stress, depression, anxiety, low self-esteem, and suicidal ideation among students in secondary or high school and in young adults ( 23- 25). A study describing perceptions about mental illness in Hue in Vietnam noted that "studying or thinking too much" is a cause of mental health problems ( 26). In Vietnamese culture, the pressure from parents and schools might be expected to have an unintended effect, leading to lower self-esteem and associated outcomes seen elsewhere among high school students. There are as yet no reports of systematic studies on this issue in Vietnam, and there are few reports of descriptive or analytical research into adolescent self-esteem.

This is particularly relevant since we found high levels of depression, anxiety, and suicidal ideation among secondary school students in Vietnam [Nguyen, D. T., Dedding, C., Pham, T. T., Wright, P., & Bunders, J. ( 25)]. This article reports on a study that aimed to determine (1) the prevalence of low self-esteem; (2) the characteristics associated with low self-esteem; and (3) the relationships among self-esteem and anxiety, depression, educational stress, and suicidal ideation in secondary school students. We hypothesised that low self-esteem would be associated with a greater risk of poor mental health status.

Materials and Methods

Study Design and Participants

A cross-sectional study design was used to recruit 1,260 students at three secondary schools in urban and suburban areas in Cantho City in Vietnam. All data were collected during the first academic semester, from September to December 2011. A more detailed description of the sampling and its participants can be found elsewhere ( 25).

Measures

All participants were invited to provide information by self-reporting using a questionnaire. This was done after class or at home anonymously to minimise potential reporting bias and to keep information confidential. The detailed components of the questionnaire have been described elsewhere ( 25).

The 10-item Rosenberg Self-esteem Scale ( 21, 27) was used to assess global self-esteem, with higher scores indicating more positive self-regard. Each item asked for response using a 4-point Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree). The scale is generally reliable, with test-retest correlations value between 0.82 and 0.88 ( 21). The Cronbach α of the scale in the present study was 0.77. The scale ranges from 0 to 30: a score greater than 25 suggests high self-esteem; scores between 15 and 25 are considered to be within normal range, whereas scores less than 15 suggest low self-esteem (Morris Rosenberg).

A more detailed method description on employing the Center for Epidemiology Studies Depression (CES-D), the anxiety scale, and the Educational Stress Scale for Adolescents for this study is available ( 25).

To address the issue of suicidal ideation, additional questions on whether the student had ever seriously considered suicide or made a suicide plan used a 3-point scale (never, sometimes, and often). A yes/no question was also used to identify students who had attempted suicide.

To define risks and protective factors, we explore the variables listed in Table 1, including mother's education, physical and emotional abuse by parents or other adults in the household or school, academic performance in the last semester, educational stress, attendance at a supplementary class, and use of personal tutor. The data collected using the questionnaire is available in the Supplementary Data File.

Table 1 Frequencies and percentages (%) of sociodemographic variables of participants by self-esteem status.

Data Analysis

Demographic data were analysed descriptively to determine basic characteristics of the sample population and presented as means ± standard deviations (SD). The χ ² test was used to assess the significance of differences in the distribution of participants by selected sociodemographic characteristics, risk factors, and outcome variables. Associations between low self-esteem and family characteristics, educational stress, and academic achievement were explored by logistic regression analysis. Univariate independent predictors of low self-esteem with p < 0.10 were entered in a multivariate logistic regression model, and the backward Wald method was applied to study their influence on the presence of low self-esteem. Univariate logistical analyses were also applied to determine the relationships among low self-esteem and anxiety, depression, and suicidal ideation, and Pearson correlation coefficients were used to measure the correlations among these. All analyses were carried out using a significance level of 5%, and all tests were 2-sided. The 95% confidence intervals (CIs) of odds ratios (ORs) were also calculated. All analyses were analysed by using SPSS Inc, Chicago, the United States of America version 16.0.

Results

Demographics

Of the 1,260 students invited to participate, 111 (7.3%) were excluded from analysis because they did not adequately complete the questionnaire; for example, they did not provide answers to five or more items in the CES-D. The final sample comprised 1,149 senior high school students with a mean age of 16.1 years. Participating students were fairly evenly distributed in terms of sex: 36.5% males and 63.5% females ( Table 1). This proportion also reflects the proportion of males and females enrolled in the classes studied. Students' participation from each grade (10-12) did not significantly differ, at around 33% each. Ninety-five percent of students were ethnically Kinh; other ethnic groups included Hoa and Khmer. This sample was in line with the school population in this area.

Prevalence of Low Self-Esteem and Characteristics Associated With Self-Esteem

The mean self-esteem score was 17.56 on a scale of 0 to 30. The scores for boys and girls were similar (17.83 vs. 17.40; t = 1.720; p = 0.086). Based on all scores, nearly a fifth (19.4%) of the respondents reported low self-esteem according to Rosenberg's criteria, with scores below 15 ( Table 1). Based on univariate logistic regression analysis, among six investigated variables, two variables "having a personal tutor" and "attendance at supplementary class" were negatively associated with the risk of low self-esteem, while the other variables were positively correlated to low self-esteem ( Table 2). Students were likely to show lower self-esteem, when their mother's education was at primary level or below, when they were often physically or emotionally abused at home or at school, when they had below average/very poor academic performance in the last semester, or when they reported experiencing high educational stress.

Table 2 Factors associated with low self-esteem: multivariate logistic regression analyses.

In the multivariate regression analysis (with the backward Wald method), not accounting for effect modification, four variables remained correlated to low self-esteem, either in a negative or positive direction. Having a personal tutor and academic performance in the last semester were no longer a significant association, but attending supplementary classes still remained a protective factor for low self-esteem (reduced OR of 43% compared with students not attending) ( Table 2).Study results that were considerably positively associated to low self-esteem were medium and high educational stress (ORs = 2.25 and 4.02, respectively).

Relationships Between Self-Esteem and Anxiety, Depression, and Educational Stress, and Suicidal Ideation

As shown in Table 3, four variables-self-esteem, anxiety, depression, and educational stress-were related to each other. Self-esteem was negatively correlated to anxiety, depression, and educational stress, while educational stress was positively correlated to anxiety and depression.

Table 3 Pearson correlations between self-esteem, anxiety, depression, and educational stress.

One of the purposes of the study was to identify the impact of self-esteem on mental health problems. The results of univariate logistics indicate that low self-esteem contributed significantly to anxiety, depression, and suicide among adolescents. Compared to students who reported normal self-esteem, the students who reported low self-esteem had twice the odds of having anxiety symptoms [20.3% (187/921) vs. 34.2% (76/222)] (OR = 2.04; 95% CI OR = 1.48-2.82, p < 0.001), nearly six times the odds of being at risk of depression (CES-D score of ≥16) (74.0% vs. 33.2%), (OR = 5.72; 95% CI OR = 4.11-7.59), four times the odds of having depressive symptoms (CES-D scores of > 21) (50.7% vs. 19.8%) (OR = 4.16; 95% CI OR = 3.06-5.66), and nearly five times the odds of having depression (CES-D score of > 25) (41.7% vs. 13.0%), (OR = 4.79; 95% CI OR = 3.45 - 6.65). Students with low self-esteem also were significantly more likely to have considered or attempted suicide ( Table 4).

Table 4 Associations between self-esteem and suicidal ideation.

Discussion

We investigated the prevalence of low self-esteem among secondary school students, the characteristics associated with low self-esteem, and the relationships among self-esteem and anxiety, depression, and suicide. Nearly 20% of the students had low self-esteem, with no difference between girls and boys. These results are in line with some previous studies ( 12, 28), but inconsistent with others ( 6, 12). Cultural and social differences in the study populations could explain some of the differences.

Reasons for Having a Higher Prevalence of Low Self-Esteem Among Females

The results of this study cannot provide precise reasons for the higher prevalence of lower self-esteem among females; however, a number of possible causes for the gender differences are worth discussing. Although gender equality has improved in recent years in Vietnam and is clearly legislated, gender issues within the family and society remain a challenge for most Vietnamese, who are strongly influenced by traditional culture and custom ( 29). There is an association between female gender and emotionally unstable personality ( 30, 31). As a result, women are more prone to develop emotionally unstable personality (e.g. borderline personality) ( 32). Thus, females' self-esteem may be more likely to fluctuate, depending on how they themselves or others, especially their parents, evaluate their achievements.

A high prevalence of low self-esteem among the secondary school students should be considered as an important mental health problem not only by parents, school teachers, and principals but also by policy makers in the education and health sectors in Vietnam. In fact, health care related to psychological disorders has not received adequate consideration yet in Vietnam ( 33). Therefore, it is important to take mental health care into account when developing a policy framework to improve general school health services, such as directive no. 23/2006/CT-TTg on having well-equipped and professionally qualified health officers in schools ( 34), and Decision No. 401/2009/QD-TTg, which approved the program "Preventing and combatting diseases in educational establishments belonging to the national education system" ( 35).

Our results confirm the findings of previous studies ( 6, 10, 25, 36), namely, that family characteristics, including mother's low educational level and physical and emotional abuse by parents or other adults in the household, were associated with low levels of self-esteem. In addition, educational characteristics such as the school environment, academic performance, and high educational stress were strongly associated with self-esteem. These findings are consistent with results of other studies, for example, by Pullmann & Allik ( 16), which found that parents have a great deal of influence on their children's psychological development, including on the relationships outside the family environment ( 6, 10). Students who attended one or more supplementary classes appeared to be at lower risk of having poor self-esteem. In Vietnam, these students are usually from a family with a higher socioeconomic status. Attending supplementary class may reduce the stress of workload and academic pressure for those students. It would be useful to confirm this with further studies in the Vietnamese context, but this kind of support is unlikely to be available to families who cannot pay for it.

Low self-esteem in the adolescents in Cantho City was associated with poor academic performance. Aryana ( 14) reported that high self-esteem among preuniversity students was an important factor in predicting high academic achievement. Our finding also highlights that self-esteem plays an important role in predicting academic achievement, although a cross-sectional study design is unable to demonstrate causality; a prospective study to identify causality of the low self-esteem would be appropriate in future research.

With regard to mental health, the results of Pearson correlation analysis showed that self-esteem was negatively correlated to anxiety, depression, and educational stress, while the results of univariate logistic regression illustrated that low self-esteem contributed to a high risk of anxiety, depression, and suicidal ideation. These results are comparable to others showing that low self-esteem was associated with depression ( 19, 20, 37) and identifying a relationship between self-esteem and anxiety ( 10, 21), as well as a relationship between low self-esteem and suicidal ideation and suicide attempts among adolescents ( 18, 22). Screening for low self-esteem in adolescents is a possible strategy to help identify secondary school students at risk of anxiety, depression, and suicide. In addition, our previous study ( 25) showed an association between mental health problems and academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. There is clearly a need to reduce mental health problems among today's secondary school students in Vietnam. The development of a website to provide psychoeducation designed to meet the needs of young Vietnamese and of school-based counselling services for students, possibly by collaborating with volunteers from the Youth Union, the largest sociopolitical Vietnamese youth organization, at local universities, teachers, and parents, will be explored as one of the solutions ( 36). Around 66.3% of young Vietnamese downloaded the mobile health applications for disease prevention ( 38). Nevertheless, one of the challenges to using a digital health intervention is that young Vietnamese with a higher perceived stress level were significantly less likely to use such interventions ( 39).

Study Limitations

One limitation of this study relates to the sample and its generalizability. Although the distribution of girls and boys reflected the true/current situation in the classes selected, the sample was from only three schools in urban and suburban Cantho. Another limitation concerns the study design, which specified collection of data from adolescents by self-reporting using standardised questionnaires. The respondents' personality and identity development are still incomplete, which could result in fluctuating self-perceptions ( 9) and thus unreliable reporting. Also, the exploration of potential causes of low self-esteem as self-reported by subjects was not included in the survey. Another limitation is that the cross-sectional study design does not permit detection of links between covariates; longitudinal studies on this topic are still needed. Finally, the self-esteem, anxiety, and CES-D scales, like other screening instruments, cannot be viewed as diagnostic tools, but only as screening tests to identify members of groups at risk for these conditions. The results tell us how the students perceive their health but are not in themselves evidence of medical concerns. Moreover, there is no assessment of stress coping and stress levels, obesity ( 40), and chronic medical illness (e.g. asthma) ( 41), which may confound and influence anxiety, depression, and suicidal ideations. Finally, in a cross-sectional study, the cause-effect relationship cannot be measured; that requires a longitudinal cohort or a randomised controlled study.

Conclusions

Our research suggested that self-esteem is correlated to anxiety, depression, and academic stress, which significantly affects students' quality of life and is linked to suicidal ideation. The results therefore suggest the need for a school-based or web-based provision of information or services aimed at proactively increasing students' self-esteem and skills for dealing with academic stress.

Ethics Statement

The study was approved by the Scientific and Training Committees of Cantho University of Medicine and Pharmacy. Written informed consent for participation was obtained from students' parents or legal guardians before data collection.

Author Contributions

A first draft of the manuscript was prepared by DN under the guidance of CD. All authors contributed to the final manuscript version. DN, JB, and CD jointly generated the research idea and the study design. DN, CD, TP, and EW contributed to the survey tools. DN and TP coordinated the surveys and data collection in the field. DN, TP, CD, and EW carried out data analysis.

Funding

The study has been supported by a scholarship from the "Strengthening teaching and research capacity of preventive medicine staffs to meet the challenges of emerging infections and new environmental hazards to health" Project, collaboration between Hanoi University, NUFFIC, and the Dutch Government.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

Special thanks to all the students who participated in the study. We would also like to thank Hanoi University of Medicine and Cantho University of Medicine and Pharmacy as the Coordinating Board of the project in Vietnam and Professor Pham Van Linh, Rector of Cantho University of Medicine and Pharmacy, for their kind support for this work. Our appreciation also goes to Professor Wim Brandsma and Professor Wim van Brakel for their kind advice on the data analysis.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00698/full#supplementary-material

References

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Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study

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Background: There is a correlation between self-esteem in adolescents and risks and protective factors for their health and welfare. The study was conducted to determine the prevalence of low self-esteem and sociodemographic features related to anxiety, depression, educational stress, and suicidal ideation in secondary school students in Vietnam.Methods: A cross-sectional design was employed for this study with participation of 1,149 students in Cantho City in Vietnam.

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7 out of 10 teens believe they are not good enough or are somehow worse than their peers, which would include their looks, academic activities, etc

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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https://www.additudemag.com/statistics-of-adhd/
over 2.4 million people suffer with ADHD ithe the world that are the age from 6-11

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How common is ADHD? More than 6 million (9.4 percent) of children in the U.S. have an ADD diagnosis, according to the latest data. Read on for more ADHD statistics, facts, and information regarding attention deficit in kids and adults.

ADHD Statistics: How Common is ADHD?

ADHD Prevalence in Children

About 6.1 million children in the United States (9.4 percent) between ages 2 to 17 are estimated to have ever been diagnosed with attention deficit hyperactivity disorder ( ADHD or ADD), according to a 2016 study from the Centers for Disease Control and Prevention (CDC).

This figure includes:

388,000 (2.4 percent) of young children aged 2 to 5 years

2.4 million (9.6 percent) of school-age children aged 6 to 11 years

3.3 million (13.6 percent) of adolescents aged 12 to 17 years

The same study found that boys are more likely to have ever been diagnosed with ADHD than were girls (12.9 percent and 5.6 percent, respectively).

Research, however, suggests that ADHD affects a greater number of girls than typically and traditionally reported. ADHD may be missed in girls because of the way their symptoms tend to manifest compared to boys', which may reflect a general bias in the diagnostic process.

ADHD is among the most common neurodevelopmental disorders of childhood, per the DSM-5. While figures vary, the worldwide ADHD prevalence in children is estimated at about 5 percent.
[Could Your Child Have ADHD? Take This Symptoms Test]
ADHD Prevalence in Adults

The worldwide prevalence of adult ADHD is estimated at 2.8 percent, according to a 2016 study.

Prevalence estimates for adult ADHD in the U.S. vary. One 2019 study estimates an adult ADHD prevalence of 0.96 percent - doubling from 0.43 percent a decade prior.

Prior studies have placed adult ADHD prevalence rates in the U.S. between 2.5 percent and 4.4 percent, with a 5.4 percent diagnosis rate in men compared to 3.2 percent in women.
Estimates on the number of children diagnosed with ADHD in the U.S. have changed over the years. Per a 2014 CDC study:

In 2003, 7.8 percent of children were ever diagnosed with ADHD

In 2007: 9.5 percent

In 2011: 11 percent

[Click to Read: How ADHD is Diagnosed in Children]
ADHD Treatment in Children
About 75 percent of children with ADHD in the U.S. undergo some type of ADHD treatment. ADHD Medication Behavioral Health Most children with ADHD in the U.S. receive some type of intervention - including medication and school supports - to treat ADHD symptoms, according to 2014 data.10

80 percent of children with ADHD received school-based supports

40 percent underwent social-skills training

31 percent participated in parent training

20 percent received cognitive behavioral therapy (CBT)

Related Conditions

Nearly two thirds of children with ADHD have at least one other condition.

51.5 percent of children with ADHD have behavioral or conduct problems

32.7 percent have anxiety problems

16.8 percent have depression

13.7 percent have been diagnosed with autism spectrum disorder (ASD)

1.2 percent have Tourette syndrome

About 45 percent have a learning disorder

Children with ADHD are 12 times more likely to have Loss of Control Eating Syndrome (LOC-ES), a type of eating disorder similar to binge eating disorder in adults.

ADHD Statistics: Adults with ADHD

Adult ADHD diagnosis rates are rising.
ADHD diagnoses among adults are growing four times faster than are ADHD diagnoses among children in the United States (26.4% increase among children compared to 123.3 percent among adults).

Still, ADHD is thought to be underdiagnosed in adults compared to children.
Most scientists believe adult ADHD remains underdiagnosed because diagnostic criteria for ADHD in the DSM-V were developed for children, and because adults with ADHD often have comorbid psychiatric disorders that may mask the symptoms of ADHD.

Adult ADHD frequently co-occurs with other, comorbid conditions.

According to a 2017 meta analysis:

Rates of comorbid bipolar disorder in adults with ADHD are estimated between 5.1 and 47.1 percent.

Roughly one-fifth to one-half of adults with ADHD have major depressive disorder/dysthymia.

About half of individuals with ADHD have some type of anxiety disorder.

Personality disorders are present in more than 50 percent of adults with ADHD

Substance Abuse Disorder

The link between ADHD and substance abuse disorder (SUD) is well-documented. Studies suggest that 25 to 40 percent of adults with SUD also have ADHD.

People with ADHD are at least 1.5 times more likely to develop substance abuse disorders to substances like nicotine, alcohol, marijuana, and cocaine.

ADHD Statistics: Demographics, Race & Ethnicity

According to a 2020 data brief from the National Center for Health Statistics:

Black children aged 3 to 17 years are more likely to have ever been diagnosed with ADHD or a learning disability (16.9 percent) compared to white (14.7 percent) and Hispanic children (11.9 percent).

Children in the lowest income brackets are more likely to be diagnosed with ADHD or a learning disability compared to children in families with income above the federal poverty level (18.7 percent vs 12.7 percent).

Black and white children, regardless of family income, are more likely to be diagnosed with ADHD or a learning disability compared to Hispanic children.

Children with parents who have a high school education or less are more likely to be diagnosed with ADHD (15.4 percent) compared to children with parents with more than a high school education (12.8 percent).

Children living in the U.S. South are more likely to have ever received an ADHD diagnosis compared to peers in other regions.

South: 11 percent

Midwest: 8.4 percent

Northeast: 8.4 percent

West: 6.8 percent

Children living in rural areas are more likely to have ever been diagnosed with ADHD compared to their urban/suburban peers.

Rural: 11.8 percent

Urban/suburban: 9 percent

ADHD diagnosis rates among adults of all race/ethnic groups are rising, but disparities remain (prevalence figures from 2006 to 2017):

White: 0.67 to 1.42 percent

Asian: 0.11 to 0.35 percent

Native Hawaiian/Pacific Islander: 0.11 to 0.39 percent

Black: 0.22 to 0.69 percent

Hispanic: 0.25 to 0.65 percent

American Indian and Alaskan Native: 0.56 to 1.14 percent

ADHD Statistics: More Facts

Children with ADHD

Approximately 41 percent to 55 percent of families with at least one child diagnosed with ADHD have at least one parent with the disorder.

Teen boys with ADHD are more likely to experience problems with attendance, GPA, homework, and more in high school.

Male teens with ADHD miss school 3 to 10 percent of the time;

are between 2.7 and 8.1 times more likely to drop out of high school;

fail 7.5 percent of their courses;

have GPAs five to nine points lower than those of male teens without ADHD.

Adults with ADHD

ADHD, especially if untreated, is associated with impaired quality of life for adults.

Individuals with ADHD are more likely to face difficulty obtaining and maintaining employment compared to adults without ADHD, more so if they did not receive treatment in childhood.

Individuals with ADHD are more likely to experience difficulties with all types of relationships (friendships, romantic, familial, etc.).
Other outcomes associated with adult ADHD include vulnerability to anxiety, mood disorders, negative habits, impaired driving safety, and even premature death from accidents.

ADHD in Women
ADHD Statistics: Next Steps

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Sources
1 Melissa L. Danielson, Rebecca H. Bitsko, Reem M. Ghandour, Joseph R. Holbrook, Michael D. Kogan & Stephen J. Blumberg. (Jan. 24, 2018). Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment Among U.S. Children and Adolescents, 2016. Journal of Clinical Child & Adolescent Psychology, 47:2, 199-212, DOI: 10.1080/15374416.2017.1417860. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834391/pdf/nihms937906.pdf
Updated on March 22, 2021

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ADHD Statistics: New ADD Facts and Research

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How common is ADHD? More than 6 million (9.4 percent) of children in the U.S. have an ADD diagnosis, according to the latest data. Read on for more ADHD statistics, facts, and information regarding attention deficit in kids and adults.

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8% of teens experience depression a year

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As much as 8% of teens experience depression each year, according to one survey.﻿ By the time young adults reach age 21, one study found that nearly 15% have had at least one episode of a mood disorder.﻿﻿ Depression can cause problems such as difficulties in school, difficulties with relationships, and decreased enjoyment of life. At its worst, depression can lead to suicide, one of the leading causes of death for teens in the United States.

Depression is an illness with many causes and many forms. It is a disorder of a person's moods or emotions-not an attitude that someone can "control" or "snap out of." But it is treatable with psychotherapy and/or medication, which is why it's especially important for parents and caregivers to educate themselves about the disorder.

Adults sometimes don't recognize symptoms of depression in teens because the disorder can look quite different from that in adults. A teenager with depression might have some or all of these signs of the illness:

Sad or depressed mood

Feelings of worthlessness or hopelessness

Loss of interest in things they used to enjoy

Withdrawal from friends and family

Crying

Inability to sleep or sleeping too much

Loss of appetite or increased appetite

Aches and pains that don't go away, even with treatment

Irritability

Feeling tired despite getting enough sleep

Inability to concentrate

Thoughts of suicide, talk of suicide, or suicide attempts

Types of Teen Depression

The National Institute of Mental Health states that there are two common forms of depression found in teens: major depressive disorder and dysthymic disorder (now known as persistent depressive disorder).

Major depressive disorder, also called major depression, is characterized by a combination of symptoms that interfere with a person's ability to work, sleep, study, eat, and enjoy once pleasurable activities. Major depression is disabling and prevents a person from functioning normally. An episode of major depression may occur only once in a person's lifetime, but more often, it recurs throughout a person's life.

Dysthymic disorder, also called dysthymia, is characterized by long-term (two years or longer) but less severe symptoms that may not disable a person but can prevent one from functioning normally or feeling well. People with dysthymia may also experience one or more episodes of major depression during their lifetimes.

There are thought to be many causes of depression. There are most likely many factors behind who develops depression and who doesn't, and these factors are no different for teens.

Traumatic life event, such as the loss of a loved one or pet, divorce, or remarriage. Any event that causes distress or trauma, or even just a major change in lifestyle, can trigger depression in a vulnerable individual.

Social situation/family circumstances. Unfortunately, there are teens who live in difficult circumstances. Domestic violence, substance abuse, poverty or other family issues can cause stress and contribute to depression in a teen.

Genetics/biology. It has been found that depression runs in families and that there is a genetic basis for depression. Keep in mind, though, that teens who have depression in their family will not necessarily get the illness, and teens without a history of depression in their family can still get the disorder.

Medical conditions. Occasionally, symptoms of depression can be a sign of another medical illness, such as hypothyroidism, or other disorders.

Medications/illegal drugs. Some legal, prescription medications can have depression as a side effect. Certain illegal drugs (street drugs) can also cause depression.

Depression in teens is most often diagnosed by a primary care physician.

If teen depression is suspected, a doctor will often start with a physical exam that may include blood tests. Your teen's pediatrician will want to rule out any other medical illnesses that may be causing or contributing to your teen's symptoms.

Your child will also be given a psychological evaluation. This often involves a depression questionnaire as well as a discussion about the severity and duration of their symptoms.

The Guidelines for Adolescent Depression in Primary Care (GLAD-PC) recommend the following in the management of teen depression:

Educating teens and families about treatment options that are available

Developing a treatment plan that includes specific treatment goals that address functioning at home and school

Collaborating with other mental health resources in the community

Creating a safety plan with steps that should be taken if the teen's symptoms become worse or if they experience suicidal thinking

Considering active support and monitoring before beginning other treatments

Consulting a mental health specialist if symptoms are moderate or severe

Incorporating evidence-based treatments such as cognitive-behavioral therapy, interpersonal therapy, and antidepressants

Continuing to monitor symptoms and functioning during antidepressant treatment; doctors and family member should watch for signs that symptoms are worsening and for suicidal thinking or behaviors

Talk to your teen about your concerns. There may be a specific cause for why they are acting a certain way. Opening up the lines of communication lets your teenager know you care and that you are available to talk about the situation and provide support.

Other things that may help your teen manage symptoms of depression include:

Talking about concerns with family and friends

Having a healthy support system

Using good stress management techniques

Eating a healthy diet

Getting regular exercise

Finding new things to look forward to

Joining a support group, either offline or online

Also, talk to your pediatrician or family physician if you have concerns about your teen regarding depression. Your provider may be able to discuss the situation with your teen, rule out a medical reason for the behavior, recommend a psychotherapist, or prescribe medication.

Lastly, never ignore the signs or symptoms of depression. Depression is treatable and there is help available for both you and your teen. If left untreated, depression can lead to thoughts of suicide or even the act itself.

If your teen talks about suicide or attempts suicide, get help immediately. The Centers for Disease Control and Prevention (CDC) cites suicide as the third leading cause of death for people between the ages of 10 and 24.

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Facts, Symptoms, and Causes of Teen Depression

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As much as 8% of teens experience depression each year, according to one survey.﻿ By the time young adults reach age 21, one study found that nearly 15% have had at least one episode of a mood disorder.﻿﻿ Depression can cause problems such as difficulties in school, difficulties with relationships, and decreased enjoyment of life.

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According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder

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According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder.

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

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anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

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Anxiety in Teens is Rising: What's Going On?

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By: Claire McCarthy, MD, FAAP According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

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6 million U.S teens have ADD or ADHD.
https://www.additudemag.com/statistics-of-adhd/#:~:text=ADHD%20Prevalence%20in%20Children&text=This%20figure%20includes%3A,aged%2012%20to%2017%20years

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ADHD Statistics: How Common is ADHD?

ADHD Prevalence in Children

About 6.1 million children in the United States (9.4 percent) between ages 2 to 17 are estimated to have ever been diagnosed with attention deficit hyperactivity disorder ( ADHD or ADD), according to a 2016 study from the Centers for Disease Control and Prevention (CDC).

This figure includes:

388,000 (2.4 percent) of young children aged 2 to 5 years

2.4 million (9.6 percent) of school-age children aged 6 to 11 years

3.3 million (13.6 percent) of adolescents aged 12 to 17 years

The same study found that boys are more likely to have ever been diagnosed with ADHD than were girls (12.9 percent and 5.6 percent, respectively).

Research, however, suggests that ADHD affects a greater number of girls than typically and traditionally reported. ADHD may be missed in girls because of the way their symptoms tend to manifest compared to boys', which may reflect a general bias in the diagnostic process.

ADHD is among the most common neurodevelopmental disorders of childhood, per the DSM-5. While figures vary, the worldwide ADHD prevalence in children is estimated at about 5 percent.
[Could Your Child Have ADHD? Take This Symptoms Test]
ADHD Prevalence in Adults

The worldwide prevalence of adult ADHD is estimated at 2.8 percent, according to a 2016 study.

Prevalence estimates for adult ADHD in the U.S. vary. One 2019 study estimates an adult ADHD prevalence of 0.96 percent - doubling from 0.43 percent a decade prior.

Prior studies have placed adult ADHD prevalence rates in the U.S. between 2.5 percent and 4.4 percent, with a 5.4 percent diagnosis rate in men compared to 3.2 percent in women.
Estimates on the number of children diagnosed with ADHD in the U.S. have changed over the years. Per a 2014 CDC study:

In 2003, 7.8 percent of children were ever diagnosed with ADHD

In 2007: 9.5 percent

In 2011: 11 percent

[Click to Read: How ADHD is Diagnosed in Children]
ADHD Treatment in Children
About 75 percent of children with ADHD in the U.S. undergo some type of ADHD treatment. ADHD Medication Behavioral Health Most children with ADHD in the U.S. receive some type of intervention - including medication and school supports - to treat ADHD symptoms, according to 2014 data.10

80 percent of children with ADHD received school-based supports

40 percent underwent social-skills training

31 percent participated in parent training

20 percent received cognitive behavioral therapy (CBT)

Related Conditions

Nearly two thirds of children with ADHD have at least one other condition.

51.5 percent of children with ADHD have behavioral or conduct problems

32.7 percent have anxiety problems

16.8 percent have depression

13.7 percent have been diagnosed with autism spectrum disorder (ASD)

1.2 percent have Tourette syndrome

About 45 percent have a learning disorder

Children with ADHD are 12 times more likely to have Loss of Control Eating Syndrome (LOC-ES), a type of eating disorder similar to binge eating disorder in adults.

ADHD Statistics: Adults with ADHD

Adult ADHD diagnosis rates are rising.
ADHD diagnoses among adults are growing four times faster than are ADHD diagnoses among children in the United States (26.4% increase among children compared to 123.3 percent among adults).

Still, ADHD is thought to be underdiagnosed in adults compared to children.
Most scientists believe adult ADHD remains underdiagnosed because diagnostic criteria for ADHD in the DSM-V were developed for children, and because adults with ADHD often have comorbid psychiatric disorders that may mask the symptoms of ADHD. It is estimated that fewer than 20% of adults with ADHD are currently diagnosed and/or treated by psychiatrists.

Adult ADHD frequently co-occurs with other, comorbid conditions.

According to a 2017 meta analysis:

Rates of comorbid bipolar disorder in adults with ADHD are estimated between 5.1 and 47.1 percent.

Roughly one-fifth to one-half of adults with ADHD have major depressive disorder/dysthymia.

About half of individuals with ADHD have some type of anxiety disorder.

Personality disorders are present in more than 50 percent of adults with ADHD

Substance Abuse Disorder

The link between ADHD and substance abuse disorder (SUD) is well-documented. Studies suggest that 25 to 40 percent of adults with SUD also have ADHD.

People with ADHD are at least 1.5 times more likely to develop substance abuse disorders to substances like nicotine, alcohol, marijuana, and cocaine.

ADHD Statistics: Demographics, Race & Ethnicity

According to a 2020 data brief from the National Center for Health Statistics:

Black children aged 3 to 17 years are more likely to have ever been diagnosed with ADHD or a learning disability (16.9 percent) compared to white (14.7 percent) and Hispanic children (11.9 percent).

Children in the lowest income brackets are more likely to be diagnosed with ADHD or a learning disability compared to children in families with income above the federal poverty level (18.7 percent vs 12.7 percent).

Black and white children, regardless of family income, are more likely to be diagnosed with ADHD or a learning disability compared to Hispanic children.

Children with parents who have a high school education or less are more likely to be diagnosed with ADHD (15.4 percent) compared to children with parents with more than a high school education (12.8 percent).

Children living in the U.S. South are more likely to have ever received an ADHD diagnosis compared to peers in other regions.

South: 11 percent

Midwest: 8.4 percent

Northeast: 8.4 percent

West: 6.8 percent

Children living in rural areas are more likely to have ever been diagnosed with ADHD compared to their urban/suburban peers.

Rural: 11.8 percent

Urban/suburban: 9 percent

ADHD diagnosis rates among adults of all race/ethnic groups are rising, but disparities remain (prevalence figures from 2006 to 2017):

White: 0.67 to 1.42 percent

Asian: 0.11 to 0.35 percent

Native Hawaiian/Pacific Islander: 0.11 to 0.39 percent

Black: 0.22 to 0.69 percent

Hispanic: 0.25 to 0.65 percent

American Indian and Alaskan Native: 0.56 to 1.14 percent

ADHD Statistics: More Facts

Children with ADHD

Approximately 41 percent to 55 percent of families with at least one child diagnosed with ADHD have at least one parent with the disorder.

Teen boys with ADHD are more likely to experience problems with attendance, GPA, homework, and more in high school.

Male teens with ADHD miss school 3 to 10 percent of the time;

are between 2.7 and 8.1 times more likely to drop out of high school;

fail 7.5 percent of their courses;

have GPAs five to nine points lower than those of male teens without ADHD.

Adults with ADHD

ADHD, especially if untreated, is associated with impaired quality of life for adults.

Individuals with ADHD are more likely to face difficulty obtaining and maintaining employment compared to adults without ADHD, more so if they did not receive treatment in childhood.

Individuals with ADHD are more likely to experience difficulties with all types of relationships (friendships, romantic, familial, etc.).
Other outcomes associated with adult ADHD include vulnerability to anxiety, mood disorders, negative habits, impaired driving safety, and even premature death from accidents.

ADHD in Women
ADHD Statistics: Next Steps

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View Article Sources
1 Melissa L. Danielson, Rebecca H. Bitsko, Reem M. Ghandour, Joseph R. Holbrook, Michael D. Kogan & Stephen J. Blumberg. (Jan. 24, 2018). Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment Among U.S. Children and Adolescents, 2016. Journal of Clinical Child & Adolescent Psychology, 47:2, 199-212, DOI: 10.1080/15374416.2017.1417860. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834391/pdf/nihms937906.pdf

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ADHD Statistics: New ADD Facts and Research

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How common is ADHD? More than 6 million (9.4 percent) of children in the U.S. have an ADD diagnosis, according to the latest data. Read on for more ADHD statistics, facts, and information regarding attention deficit in kids and adults.

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What it is like for teens to have self esteem  85% of Americans suffer from low self-esteem.

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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Ages 13 to 14: 8.8% Ages 15 to 16: 8.6% Ages 17 to 18: 9% Of all adolescent ADHD cases, 4.2% showed severe impairment.

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An estimated 6.1 million children have ADHD in the U.S., but adult ADHD statistics are rising

What is ADHD? | How common is ADHD? | Child ADHD statistics | Teen ADHD statistics | Adult ADHD statistics | ADHD in the classroom | ADHD treatment | Research

A restless, easily distracted child is more common than not, especially in the school-age range. However, when these actions interfere with his or her school work and result in frequent disciplinary action, parents might wonder if there's more to this behavior than kids just being kids. Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children in the U.S., as supported by the ADHD statistics in our guide below. Fortunately, there are multiple medications and types of behavioral therapy to help children and adults with ADHD.
RELATED: Is your child being misdiagnosed with ADHD?
What is ADHD?

"The earliest we can diagnose this disparity is 3 years old," Villarreal says. "However, [people with ADHD] also have a lack or don't as readily produce neurochemicals in the brain, specifically dopamine and norepinephrine. The former is responsible for attention, drive, and motivation. The latter, is responsible for creating calm, it's what's partially responsible for the [hyperactivity]."

How common is ADHD?

Worldwide surveys have demonstrated that the prevalence of ADHD is higher in higher-income countries. ( ADHD Attention Deficit and Hyperactivity Disorders, 2017)

The U.S. lifetime prevalence of ADHD among children is rising with the latest estimates at 11%. (National Institute of Mental Health, 2017)

An estimated 6.1 million American children aged 2-17 years old had ever received a diagnosis of ADHD, representing 9.4% of this total age-group nationwide as of 2016. (Journal of Clinical Child and Adolescent Psychology , 2018)

Boys are more than twice as likely than girls to have ever been diagnosed with ADHD. ( Journal of Clinical Child and Adolescent Psychology , 2018)

The worldwide prevalence of adult ADHD is estimated at 2.5%. (Royal College of Psychiatrists, 2009)

The U.S. lifetime prevalence of ADHD in adults aged 18 to 44 years of age is estimated to be 8.1%, with current prevalence estimated to be 4.4%. (National Institute of Mental Health, 2017)

ADHD statistics in children

( Journal of the American Academy of Child and Adolescent Psychiatry, 2014 & 2018)

ADHD statistics in teens

( Journal of the American Academy of Child and Adolescent Psychiatry, 2010)

ADHD statistics in adults

ADHD prevalence among adults was 4.4% in the U.S. as of 2001-2003, according to Harvard Medical School. However, the rate of ADHD in adults is likely underreported as 85% of children with ADHD will likely have the disorder as adults. Diagnostic criteria for ADHD were initially developed for children, and therefore, the diagnosis of ADHD among adults is growing four times faster than ADHD diagnoses among children in America ( JAMA Psychiatry, 2019) . The following figures represent the known estimated percentage of adults with ADHD per age group:

(Harvard Medical School, 2007)

In addition, some adults may go undiagnosed and therefore untreated because of co-occurring mental health conditions that mask the symptoms of ADHD. These include:

(Primary Care Companion to the Journal of Clinical Psychiatry, 2009)

ADHD in the classroom

"Sometimes children can interrupt or 'blurt out' answers often, which also impacts social interactions," Dr. Hammond explains. "At other times, some youth can have problems with self-control, leading to verbal or physical altercations with other students."

She says that each child's academic experience is different. "Some children struggle academically due to significant difficulties with attention and/or hyperactivity, whereas other students who have learned to cope with the ADHD symptoms may experience less academic disruptions," she says.

"Schools can accommodate children with ADHD with modifications in the classroom," says Dr. Hammond. "Some examples of modifications include, but are not limited to: taking additional breaks, assigned seating arrangement (e.g. sitting closer to the teacher), extended time on tests, quizzes, and assignments, as well as taking tests in a separate setting to reduce distractions."

The 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome identified that the majority of students with ADHD (69.3%) received one or more school services. Individualized education plans (IEP) and section 504 plans are two possible school services for students with special education requirements or needs ( Journal of Attention Disorders , 2018).

According to the Centers for Disease Control and Prevention (CDC), IEPs and 504 plans provide:

Extra time on tests

Assignments tailored to the child

Positive reinforcement

Technology-assisted tasks

Additional breaks

Changes to the classroom to limit distraction

Additional help with organization

Another study used data from this survey and found that children 4 to 17 years old with ADHD received one or more of the following behavioral treatments:

ADHD treatment statistics

Cognitive behavioral therapy (CBT) is a popular form of behavioral treatment for people, especially children, with ADHD. A professional therapist can teach children how to express their thoughts and feelings without being disruptive to others. Parents and teachers can also gain insight through CBT for learning how to reward positive behaviors.

As of 2016, 77% of children with ADHD aged 2 to 17 were receiving some form of treatment, with approximately one-third (32%) receiving both medication and behavioral treatment.

( Journal of Clinical Child and Adolescent Psychology , 2018)

ADHD research

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An estimated 6.1 million children have ADHD in the U.S., but adult ADHD statistics are rising What is ADHD? | How common is ADHD? | Child ADHD statistics | Teen ADHD statistics | Adult ADHD statistics | ADHD in the classroom | ADHD treatment | Research A restless, easily distracted child is more common than not, especially in the school-age range.

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I do think teens struggle with mental health because of their environment and the things around them.  people tend to have more mental health problems when there in their teenage years because people tend to be meaner then.

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1 is 6.1 million (9.4%)

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Centers for Disease Control and Prevention

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for ADHD.

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31.9 of teen have anxiety or have anxiety disorder

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Anxiety is a natural emotion. However, it can also cause physical symptoms, such as shaking and sweating. Anxiety disorders can affect daily life and can improve with treatment.

Anxiety disorders form a category of mental health diagnoses that lead to excessive nervousness, fear, apprehension, and worry.

This article discusses the symptoms, causes, and treatments for anxiety.

According to the Anxiety and Depression Association of America (ADAA), around 40 million people in the United States have an anxiety disorder. It is the most common group of mental illnesses in the country. However, only 36.9% of people with an anxiety disorder receive treatment.

The American Psychological Association (APA) defines anxiety as "an emotion characterized by feelings of tension, worried thoughts, and physical changes like increased blood pressure."

Knowing the difference between typical feelings of anxiety and an anxiety disorder requiring medical attention can help a person identify and treat the condition.

Learn more about anxiety in our dedicated hub.

Anxiety and anxiety disorders

Anxiety is a complex response to real or perceived threats. It can involve cognitive, physical, and behavioral changes.

Real or perceived danger causes a rush of adrenaline, a hormone and chemical messenger in the brain, which in turn triggers these anxiety reactions in a process called the fight-or-flight response. Some people may experience this response in difficult social situations or around important events or decisions.

The duration or severity of feelings of anxiety can sometimes be out of proportion to the original trigger or stressor. Physical symptoms, such as increased blood pressure and nausea, may also develop. These responses move beyond anxiety into an anxiety disorder.

Once anxiety reaches the stage of a disorder, it can interfere with daily function.

Learn more about anxiety disorders here.

The Diagnostic and Statistical Manual of Mental Health Disorders: 5th Edition, text revision (DSM-5-TR) classifies anxiety disorders into several main types.

In previous editions of the DSM-5-TR, anxiety disorders included obsessive-compulsive disorder (OCD) and post-traumatic stress disorder (PTSD), as well as acute stress disorder. However, the manual no longer groups these mental health difficulties under anxiety.

Anxiety disorders now include the following:

GAD

This chronic disorder involves excessive, long lasting anxiety and worries about nonspecific life events, objects, and situations. GAD is the most common anxiety disorder, and people with it are not always able to identify the cause of their anxiety.
Learn more about GAD here.
Panic disorder

Brief or sudden attacks of intense terror and apprehension characterize panic disorder. These attacks can lead to shaking, confusion, dizziness, nausea, and breathing difficulties. Panic attacks tend to occur and escalate rapidly.

Panic disorders usually occur after frightening experiences or prolonged stress but may also occur without a trigger.
Learn about panic disorder and panic attacks here.
Specific phobia

This is a fear and avoidance of a particular object or situation. Phobias are not like other anxiety disorders, as they relate to a specific cause.

A person with a phobia might acknowledge fear as illogical or extreme but remain unable to control feelings of anxiety around the trigger. Triggers for a phobia range from situations and animals to everyday objects.
Learn more about phobias and how they develop here.
Agoraphobia

This is a fear and avoidance of places, events, or situations from which it may be difficult to escape or where help would not be available in emergencies.

People often misunderstand this condition as a phobia of open spaces and the outdoors. A person with agoraphobia may fear leaving home or using elevators and public transport.
Learn more about agoraphobia here.
Selective mutism

Some children experience this form of anxiety, in which they cannot speak in certain places or contexts, even though they may have excellent verbal communication skills around familiar people.
Learn more about selective mutism in adults and children here.
Social anxiety disorder

This is a fear of adverse judgment from others in social situations or of public embarrassment. Social anxiety disorder includes a range of feelings, such as stage fright, a fear of intimacy, and anxiety around humiliation and rejection.
Learn more about social anxiety disorder.
Separation anxiety disorder

High anxiety levels after separation from a person or place that provides feelings of security or safety characterize separation anxiety disorder. Separation anxiety is most common in young children but can affect people of all ages.

Learn all about separation anxiety in adults here.

The causes of anxiety disorders are complicated. Many might occur at once, some may lead to others, and some might not lead to an anxiety disorder unless another is present.

Possible causes include:

environmental stressors, such as relationship problems or family issues

genetics

medical factors, such as disease symptoms or the effects of a medication

substance withdrawal

Learn more about anxiety and how it affects the body here.

Treatment often consists of psychotherapy, behavioral therapy, and medication.

Sometimes, alcohol dependence, depression, or other underlying conditions require treatment before treating an anxiety disorder can take place.

Self-treatment

Sometimes, a person can treat an anxiety disorder at home without clinical supervision. However, this may not be effective for severe or long-term anxiety disorders.

There are several exercises and actions to help a person cope with milder, more focused, or shorter-term anxiety disorders, including:
Learn about some other ways to treat anxiety naturally.
Counseling

A standard way of treating anxiety is psychological counseling. This can include cognitive behavioral therapy (CBT), psychotherapy, or a combination of therapies.

CBT is a type of psychotherapy that aims to recognize and change harmful thought patterns that form the foundation of anxious and troublesome feelings.
Learn more about different types of therapy here.
Medications

A person can support anxiety management with several types of medication.

Medicines that might control some physical and mental symptoms include antidepressants, benzodiazepines, and tricyclic antidepressants.

Benzodiazepines: A doctor may prescribe these for certain people with anxiety, but they can cause addiction. Diazepam, or Valium, is a common benzodiazepine.

Antidepressants: These commonly help with anxiety, even though they also target depression. Serotonin reuptake inhibitors (SSRIs), fluoxetine, and citalopram are examples.

Tricyclic antidepressants: These are an older class of drugs that benefit most anxiety disorders other than obsessive-compulsive disorder (OCD). Imipramine and clomipramine are two examples of tricyclics.

Additional drugs a person might use to treat anxiety include:

Seek medical advice if the adverse effects of any prescribed medications become severe.
Learn more about anxiety medications here.
There are ways to reduce the risk of anxiety disorders. Remember that anxious feelings are a natural factor of daily life, and experiencing them does not always indicate the presence of a mental health disorder.

People may benefit from the following:
Learn about some foods that can help prevent anxiety.
Anxiety is not a medical condition but a natural emotion that is vital for survival when an individual faces danger.

An anxiety disorder develops when this reaction becomes exaggerated or out-of-proportion to the trigger that causes it. There are several types of anxiety disorders, including panic disorder, phobias, and social anxiety.

Treatment involves a combination of therapy, medication, and counseling alongside self-help measures.

An active lifestyle with a balanced diet can help keep anxious emotions within healthy limits.

Read the article in Spanish.

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Anxiety: Symptoms, types, causes, prevention, and treatment

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Anxiety is a normal emotion that causes increased alertness, fear, and physical signs, such as a rapid heart rate. Read on to learn more.

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15% of teens have anxiety

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What is an anxiety disorder?

Anxiety disorders are the most common mental health condition to affect teenagers. At age 13, about 8% of the U.S. teens have a diagnosable anxiety disorder. By 18, up to 15% of all teens experience symptoms of a clinical anxiety disorder. In young children, separation anxiety is most common, while social anxiety disorders and specific phobias tend to afflict older teens once their peer group becomes a primary focus in their lives.

While feeling anxious or worried are typical responses to stressful situations, those feelings eventually go away, and they do not interfere with a person's daily functioning. In an anxiety disorder, however, feelings of fear and worry are excessive, and significantly impair someone's ability to function. They may avoid situations, places, or people to curb their feelings. Teens with anxiety disorders are distracted, on constant, high alert, and tense. Prolonged stress like this can lead to a host of physical symptoms too, which can prevent teenagers from participating in the usual rites of passage.

About 31% of U.S. adolescents meet the criteria for a diagnosable anxiety disorder by age 18. Anxiety disorders are divided into different subtypes.

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Anxiety Disorders in Adolescents: Rates and Statistics

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Anxiety disorders are the most common mental health condition to affect teenagers. At age 13, about 8% of the U.S. teens have a diagnosable anxiety disorder. By 18, up to 15% of all teens experience symptoms of a clinical anxiety disorder.

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https://www.newportacademy.com/resources/mental-health/teen-anxiety-statistics/
19% of all U.S adults suffer from anxiety, opposed to the 32% of teens suffering from anxiety as well

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Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating. When anxiety starts to affect a teen's daily functioning, it becomes a problem.

What Is Teen Anxiety?

According to the National Institute of Mental Health, there are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.

Generalized Anxiety Disorder (GAD)

Generalized anxiety disorder, or GAD, is the most common form of anxiety. GAD is defined as excessive and persistent worry about life issues. A teen with GAD may be anxious about school, the future, the well-being of a friend or family member, or other challenges. People with GAD may worry more than seems called for by actual events, and find it difficult to control their worry.

Some physical symptoms associated with GAD are headaches, tight muscles, vomiting, stomachaches, and fatigue.

Panic Disorder

Panic disorder is another type of anxiety disorder. A panic disorder can manifest as a panic attack -sudden feelings of terror when there is no actual danger. A panic attack is so terrifying that people who suffer from this disorder often do anything possible to avoid situations or experiences that may trigger it.

Panic attacks can happen anywhere, at any time, and without warning. This may cause problems in a teen's everyday life. In extreme cases, panic disorder can lead to an inability to leave home for school, work, or social events.

Phobia Disorder

There are several types of phobia disorders. Teens who struggle with phobias feel an abnormal amount of anxiety and fear about a specific thing, or several things. Even if their phobia is connected to something potentially dangerous, such as heights or insects, their fear regarding that situation or object is more extreme than reality warrants.

Anxiety in Teens

According to the National Institute of Mental Health (NIMH), teens have higher levels of anxiety than adults. NIMH found that 19 percent of all US adults have suffered from an anxiety disorder in the last year, as opposed to nearly 32 percent of teens. In addition, teen girls suffer from anxiety disorders more than any other group. NIMH's findings showed that 38 percent of female adolescents suffer from an anxiety disorder, versus 26 percent of male adolescents.

Why Are Teen Anxiety Statistics So High, and Why Is It a Problem?

Teen anxiety statistics are at an all-time high, and they seem to be only increasing. Research done by the National Survey of Children's Health found that the rate of young people diagnosed with anxiety disorders between the ages of six and 17 increased by 20 percent between the years 2007 and 2012.

The Higher Education Research Institute found similar data for teens aged 18 and 19. In 1985, they asked freshmen at the University of California Los Angeles (UCLA) if they "felt overwhelmed by all they had to do." In 1985, 18 percent said that they did. In the year 2000, 28 percent of UCLA's first-year students felt overwhelmed, and by 2016 almost 41 percent of first-year students felt that way.

Cleary, evidence shows that anxiety in teens is at an all-time high. However, experts aren't sure exactly why. Some leading theories include the following:

The high pressure teens feel to be successful: Teens, more than ever, feel pressure to succeed. Surveys of eighth graders find that young people believe they need to pick a career as soon as possible, and are constantly comparing themselves to others in their class. Today's high school students experience overwhelming levels of pressure regarding academic aptitude, athletic ability, and extracurricular engagement, based on the increased requirements for college acceptance and career advancement. Teens face intense competition regarding standardized testing, college admissions, and career planning.

External influences can alter our perceptions: Having constant access to news and information can create heightened levels of anxiety in teens. It can be hard to feel safe when we are constantly faced with media focusing on negative news. For many teens, this leads to higher levels of anxiety.

Social Media: A large body of research shows that teenagers who use social media often are more anxious and unhappy than those who don't. Comparing themselves to others has a negative effect on well-being. Moreover, spending time online keeps teems from doing healthier activities, such as exercising or interacting with friends and family.

Untreated anxiety can be dangerous in several ways. For one, substance abuse often accompanies anxiety as a co-occurring disorder. Teens who suffer from anxiety disorders find temporary relief through the use of drugs and/or alcohol. The possibility of addiction intensifies when a teen is trying to self-medicate to alleviate anxiety. Alcohol and benzodiazepines are two examples of substances teens commonly use to self-medicate undiagnosed anxiety disorders. These substances affect the brain in a similar way, providing momentary decreases in anxiety. And they are also two of the most addictive and easily accessible substances for teens.

Furthermore, if anxiety remains untreated, the probability increases that a teen will attempt suicide. The National Center for Biotechnology Information found that 70 percent of people with a lifelong history of suicide attempts had an anxiety disorder. According to their research, "Anxiety disorders, especially panic disorder and PTSD, are independently associated with suicide attempts. Clinicians need to assess suicidal behavior among patients presenting with anxiety problems.

What Can Parents Do to Help?

When it comes to teen anxiety, early intervention is critical. Parents shouldn't wait for a teen to "grow out of it." It's critical to seek help as soon as you see warning signs-before teens are abusing substances, developing suicidal ideations, or engaging in risky behaviors in order to relieve their anxiety.

Pay attention to what your child is experiencing. Be aware that their feelings are very real to them, even if it they don't make sense to you.

Stay calm when your child becomes anxious. If they see that you are relaxed, it may help them to calm down. Rather than getting angry or frustrated, show compassion and understanding.

Recognize and celebrate a teen's achievements and their courage in facing anxiety.

Don't use punishment in an attempt to curtail anxiety; this is not useful or effective.

Change your expectations during periods of high stress, such as during standardized testing or before events that you know will make your child anxious.

If you take your teen to a mental health professional, be sure to let them know of any suspicions you may have of substance abuse or other harmful behaviors. Mental health professionals can provide anxiety-management tools and interventions.

Here are some simple tips:

Anxiety in teens is a rising problem. If you notice your teen is having anxiety-related issues and/or drug or alcohol misuse, contact us. We can guide you through the next steps to get your teen the help they need.

# data[].attributes.attachment_link.title
Teen Anxiety Statistics Are on The Rise - How Can You Help Your Teen?

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Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating.

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32% of teens have anxiety.

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Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating. When anxiety starts to affect a teen's daily functioning, it becomes a problem.

What Is Teen Anxiety?

According to the National Institute of Mental Health, there are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.

Generalized Anxiety Disorder (GAD)

Generalized anxiety disorder, or GAD, is the most common form of anxiety. GAD is defined as excessive and persistent worry about life issues. A teen with GAD may be anxious about school, the future, the well-being of a friend or family member, or other challenges. People with GAD may worry more than seems called for by actual events, and find it difficult to control their worry.

Some physical symptoms associated with GAD are headaches, tight muscles, vomiting, stomachaches, and fatigue.

Panic Disorder

Panic disorder is another type of anxiety disorder. A panic disorder can manifest as a panic attack -sudden feelings of terror when there is no actual danger. A panic attack is so terrifying that people who suffer from this disorder often do anything possible to avoid situations or experiences that may trigger it.

Panic attacks can happen anywhere, at any time, and without warning. This may cause problems in a teen's everyday life. In extreme cases, panic disorder can lead to an inability to leave home for school, work, or social events.

Phobia Disorder

There are several types of phobia disorders. Teens who struggle with phobias feel an abnormal amount of anxiety and fear about a specific thing, or several things. Even if their phobia is connected to something potentially dangerous, such as heights or insects, their fear regarding that situation or object is more extreme than reality warrants.

Anxiety in Teens

According to the National Institute of Mental Health (NIMH), teens have higher levels of anxiety than adults. NIMH found that 19 percent of all US adults have suffered from an anxiety disorder in the last year, as opposed to nearly 32 percent of teens. In addition, teen girls suffer from anxiety disorders more than any other group. NIMH's findings showed that 38 percent of female adolescents suffer from an anxiety disorder, versus 26 percent of male adolescents.

Why Are Teen Anxiety Statistics So High, and Why Is It a Problem?

Teen anxiety statistics are at an all-time high, and they seem to be only increasing. Research done by the National Survey of Children's Health found that the rate of young people diagnosed with anxiety disorders between the ages of six and 17 increased by 20 percent between the years 2007 and 2012.

The Higher Education Research Institute found similar data for teens aged 18 and 19. In 1985, they asked freshmen at the University of California Los Angeles (UCLA) if they "felt overwhelmed by all they had to do." In 1985, 18 percent said that they did. In the year 2000, 28 percent of UCLA's first-year students felt overwhelmed, and by 2016 almost 41 percent of first-year students felt that way.

Cleary, evidence shows that anxiety in teens is at an all-time high. However, experts aren't sure exactly why. Some leading theories include the following:

The high pressure teens feel to be successful: Teens, more than ever, feel pressure to succeed. Surveys of eighth graders find that young people believe they need to pick a career as soon as possible, and are constantly comparing themselves to others in their class. Today's high school students experience overwhelming levels of pressure regarding academic aptitude, athletic ability, and extracurricular engagement, based on the increased requirements for college acceptance and career advancement. Teens face intense competition regarding standardized testing, college admissions, and career planning.

External influences can alter our perceptions: Having constant access to news and information can create heightened levels of anxiety in teens. It can be hard to feel safe when we are constantly faced with media focusing on negative news. For many teens, this leads to higher levels of anxiety.

Social Media: A large body of research shows that teenagers who use social media often are more anxious and unhappy than those who don't. Comparing themselves to others has a negative effect on well-being. Moreover, spending time online keeps teems from doing healthier activities, such as exercising or interacting with friends and family.

Untreated anxiety can be dangerous in several ways. For one, substance abuse often accompanies anxiety as a co-occurring disorder. Teens who suffer from anxiety disorders find temporary relief through the use of drugs and/or alcohol. The possibility of addiction intensifies when a teen is trying to self-medicate to alleviate anxiety. Alcohol and benzodiazepines are two examples of substances teens commonly use to self-medicate undiagnosed anxiety disorders. These substances affect the brain in a similar way, providing momentary decreases in anxiety. And they are also two of the most addictive and easily accessible substances for teens.

Furthermore, if anxiety remains untreated, the probability increases that a teen will attempt suicide. The National Center for Biotechnology Information found that 70 percent of people with a lifelong history of suicide attempts had an anxiety disorder. According to their research, "Anxiety disorders, especially panic disorder and PTSD, are independently associated with suicide attempts. Clinicians need to assess suicidal behavior among patients presenting with anxiety problems.

What Can Parents Do to Help?

When it comes to teen anxiety, early intervention is critical. Parents shouldn't wait for a teen to "grow out of it." It's critical to seek help as soon as you see warning signs-before teens are abusing substances, developing suicidal ideations, or engaging in risky behaviors in order to relieve their anxiety.

Pay attention to what your child is experiencing. Be aware that their feelings are very real to them, even if it they don't make sense to you.

Stay calm when your child becomes anxious. If they see that you are relaxed, it may help them to calm down. Rather than getting angry or frustrated, show compassion and understanding.

Recognize and celebrate a teen's achievements and their courage in facing anxiety.

Don't use punishment in an attempt to curtail anxiety; this is not useful or effective.

Change your expectations during periods of high stress, such as during standardized testing or before events that you know will make your child anxious.

If you take your teen to a mental health professional, be sure to let them know of any suspicions you may have of substance abuse or other harmful behaviors. Mental health professionals can provide anxiety-management tools and interventions.

Here are some simple tips:

Anxiety in teens is a rising problem. If you notice your teen is having anxiety-related issues and/or drug or alcohol misuse, contact us. We can guide you through the next steps to get your teen the help they need.

# data[].attributes.attachment_link.title
Teen Anxiety Statistics Are on The Rise - How Can You Help Your Teen?

# data[].attributes.attachment_link.description
Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating.

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half the percent of teens experience anxiety.

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When Is Anxiety Normal?

It's normal to feel anxious, nervous, or worried at times. Maybe you've felt anxious when you had to talk in front of a group. Or nervous before a tryout or a big test. Maybe you have felt anxious when you weren't sure your surroundings were safe. Or worried when a loved one was sick.

Most people have felt like this.

Anxious feelings can be uncomfortable - but they serve a purpose. They warn that something that matters to you is at stake. With anxious feelings, you might think, "I need to do well here." Or, "This counts - get ready." Or, "Be careful."

Anxiety sets off the body's fight-or-flight response. This is also called the stress response. It's a normal release of hormones that helps you gather the focus and energy you need for a challenge or possible threat. The fight-or-flight response causes the physical feelings that can happen with anxiety.

For example, when you're anxious, you might feel 'butterflies' in your stomach. Or you might have sweaty palms or shaky hands. You might notice your mouth is a little dry. Or your face feels a little warm. You might feel your breathing or heartbeat get faster. With anxiety, you might feel one - or a few - of these.

Feelings like these can help you do what you need to do. You can go ahead with the tryout or take the exam - even though you're nervous. You can check your surroundings to make sure you're safe. You can focus on what a loved one needs and plan how to help instead of getting caught up in the worry.

When you know that anxiety is normal for the situation, you can let go of focusing all your attention on the anxious thoughts and feelings. Instead, you can turn your attention to what you need to do. You don't need to do things to make anxiety 'go away.' You can take a breath and face the challenge. You'll find that anxiety fades on its own.

When Is Anxiety a Problem?

Some people feel anxiety that is too intense. It seems like more than they can cope with. Worries or fears take up too much of their time and energy. Some people might begin to avoid things that make them anxious. These things can be signs of an anxiety disorder.

If you feel like anxiety is too much, tell a parent, school counselor, or your doctor. There are treatments for anxiety disorders. The sooner you start getting help, the better you will feel.

Date reviewed: March 2022

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Anxiety is a natural part of life, and most of us experience it from time to time. Find out about normal anxiety and learn when anxiety can develop into a problem for some people.

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Teenagers Self-esteem 14% of teenagers struggle with self esteem

https://parents.au.reachout.com/common-concerns/everyday-issues/self-esteem-and-teenagers

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them.

Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships. Keep reading to understand self-esteem issues that may come up for your teenager and ways to help your child feel better about themselves and their capabilities.

This can help if you:

suspect your child is suffering from low self-esteem

want to learn how to build your child's self-esteem

would like to identify the causes of your child's low self-esteem.

Why your child's self-esteem is important

Positive self-esteem for teens is important as it allows them to try new things, take healthy risks and solve problems. In turn, their learning and development will be productive and will set them up for a healthy and positive future. A young person with healthy self-esteem is more likely to display positive behavioural characteristics, such as:

acting independent and mature

taking pride in their accomplishments/acheivements

accepting frustration and dealing with it responsibly

trying new things and challenges

helping others when possible

How can low self-esteem affect my child?

When someone has low self-esteem they tend to avoid situations where they think there's risk of failure, embarrassment or making mistakes. These can involve school work, making friends, and trying new activities, which are all important parts of a healthy teenage life.

If the low self-esteem is not identified and treated, then it can lead to problems such as:

relationship troubles or difficulty making friends

- negative moods such as feeling sad, anxious, ashamed or angry

low motivation

poor body image

earlier sexual activity

drinking alcohol and/or taking drugs to feel better

What can cause low self-esteem?

How a person feels about themselves is a result of their experiences and how they deal with situations. The most common causes of low self-esteem in teenagers are:

unsupportive parents, carers or others that play an influential role in their life

friends who are bad influences

stressful life events such as divorce or moving houses

trauma or abuse

poor performance at school or unrealistic goals

mood disorders such as depression

bullying or loneliness

ongoing medical issues

Signs of low self-esteem

A child with low self-esteem will more than likely be having negative thoughts about their worth and value as a person. Some general signs that your child has low self-esteem include:

avoiding new things and not taking up opportunities

feeling unloved and unwanted

blaming others for their own mistakes

- not being able to deal with normal levels of frustration

- negative self-talk and comparisons to others

fear of failure or embarrassment

difficulty making friends

low levels of motivation and interest

can't take compliments and shows mixed feelings of anxiety or stress.

There are things you can do to support your child to have positive self-esteem, but it's also important to remember that teenage self-esteem develops and changes quite frequently overtime. If your child doesn't show signs of positive self-esteem immediately, it doesn't necessarily mean you're doing something wrong!

You can help your child develop positive self-esteem with tips here.

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Self-esteem and teenagers - ReachOut Parents

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them. Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships.

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32% of teen typically have anxiety.

# data[].attributes.attachment_link.readable_text
Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating. When anxiety starts to affect a teen's daily functioning, it becomes a problem.

What Is Teen Anxiety?

According to the National Institute of Mental Health, there are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.

Generalized Anxiety Disorder (GAD)

Generalized anxiety disorder, or GAD, is the most common form of anxiety. GAD is defined as excessive and persistent worry about life issues. A teen with GAD may be anxious about school, the future, the well-being of a friend or family member, or other challenges. People with GAD may worry more than seems called for by actual events, and find it difficult to control their worry.

Some physical symptoms associated with GAD are headaches, tight muscles, vomiting, stomachaches, and fatigue.

Panic Disorder

Panic disorder is another type of anxiety disorder. A panic disorder can manifest as a panic attack -sudden feelings of terror when there is no actual danger. A panic attack is so terrifying that people who suffer from this disorder often do anything possible to avoid situations or experiences that may trigger it.

Panic attacks can happen anywhere, at any time, and without warning. This may cause problems in a teen's everyday life. In extreme cases, panic disorder can lead to an inability to leave home for school, work, or social events.

Phobia Disorder

There are several types of phobia disorders. Teens who struggle with phobias feel an abnormal amount of anxiety and fear about a specific thing, or several things. Even if their phobia is connected to something potentially dangerous, such as heights or insects, their fear regarding that situation or object is more extreme than reality warrants.

Anxiety in Teens

According to the National Institute of Mental Health (NIMH), teens have higher levels of anxiety than adults. NIMH found that 19 percent of all US adults have suffered from an anxiety disorder in the last year, as opposed to nearly 32 percent of teens. In addition, teen girls suffer from anxiety disorders more than any other group. NIMH's findings showed that 38 percent of female adolescents suffer from an anxiety disorder, versus 26 percent of male adolescents.

Why Are Teen Anxiety Statistics So High, and Why Is It a Problem?

Teen anxiety statistics are at an all-time high, and they seem to be only increasing. Research done by the National Survey of Children's Health found that the rate of young people diagnosed with anxiety disorders between the ages of six and 17 increased by 20 percent between the years 2007 and 2012.

The Higher Education Research Institute found similar data for teens aged 18 and 19. In 1985, they asked freshmen at the University of California Los Angeles (UCLA) if they "felt overwhelmed by all they had to do." In 1985, 18 percent said that they did. In the year 2000, 28 percent of UCLA's first-year students felt overwhelmed, and by 2016 almost 41 percent of first-year students felt that way.

Cleary, evidence shows that anxiety in teens is at an all-time high. However, experts aren't sure exactly why. Some leading theories include the following:

The high pressure teens feel to be successful: Teens, more than ever, feel pressure to succeed. Surveys of eighth graders find that young people believe they need to pick a career as soon as possible, and are constantly comparing themselves to others in their class. Today's high school students experience overwhelming levels of pressure regarding academic aptitude, athletic ability, and extracurricular engagement, based on the increased requirements for college acceptance and career advancement. Teens face intense competition regarding standardized testing, college admissions, and career planning.

External influences can alter our perceptions: Having constant access to news and information can create heightened levels of anxiety in teens. It can be hard to feel safe when we are constantly faced with media focusing on negative news. For many teens, this leads to higher levels of anxiety.

Social Media: A large body of research shows that teenagers who use social media often are more anxious and unhappy than those who don't. Comparing themselves to others has a negative effect on well-being. Moreover, spending time online keeps teems from doing healthier activities, such as exercising or interacting with friends and family.

Untreated anxiety can be dangerous in several ways. For one, substance abuse often accompanies anxiety as a co-occurring disorder. Teens who suffer from anxiety disorders find temporary relief through the use of drugs and/or alcohol. The possibility of addiction intensifies when a teen is trying to self-medicate to alleviate anxiety. Alcohol and benzodiazepines are two examples of substances teens commonly use to self-medicate undiagnosed anxiety disorders. These substances affect the brain in a similar way, providing momentary decreases in anxiety. And they are also two of the most addictive and easily accessible substances for teens.

Furthermore, if anxiety remains untreated, the probability increases that a teen will attempt suicide. The National Center for Biotechnology Information found that 70 percent of people with a lifelong history of suicide attempts had an anxiety disorder. According to their research, "Anxiety disorders, especially panic disorder and PTSD, are independently associated with suicide attempts. Clinicians need to assess suicidal behavior among patients presenting with anxiety problems.

What Can Parents Do to Help?

When it comes to teen anxiety, early intervention is critical. Parents shouldn't wait for a teen to "grow out of it." It's critical to seek help as soon as you see warning signs-before teens are abusing substances, developing suicidal ideations, or engaging in risky behaviors in order to relieve their anxiety.

Pay attention to what your child is experiencing. Be aware that their feelings are very real to them, even if it they don't make sense to you.

Stay calm when your child becomes anxious. If they see that you are relaxed, it may help them to calm down. Rather than getting angry or frustrated, show compassion and understanding.

Recognize and celebrate a teen's achievements and their courage in facing anxiety.

Don't use punishment in an attempt to curtail anxiety; this is not useful or effective.

Change your expectations during periods of high stress, such as during standardized testing or before events that you know will make your child anxious.

If you take your teen to a mental health professional, be sure to let them know of any suspicions you may have of substance abuse or other harmful behaviors. Mental health professionals can provide anxiety-management tools and interventions.

Here are some simple tips:

Anxiety in teens is a rising problem. If you notice your teen is having anxiety-related issues and/or drug or alcohol misuse, contact us. We can guide you through the next steps to get your teen the help they need.

# data[].attributes.attachment_link.title
Teen Anxiety Statistics Are on The Rise - How Can You Help Your Teen?

# data[].attributes.attachment_link.description
Anxiety is a typical human reaction to stress. Anxiety triggers our sympathetic nervous system-our body's natural way of preparing to escape danger. Therefore, it has a purpose and can even help us get things done in our day-to-day lives. But, for some teens, anxiety levels can become unhealthy and even debilitating.

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What or how teens are with anxiety
nearly 1 and 3 of all adolescents ages 13 to 18 will experience an anxiety disorder.

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Anxiety disorders are the most common mental health disorder in the United States, and anywhere from 1 in 10 to 1 in 13 people suffer from anxiety, with about 8% of children and teenagers experiencing an anxiety disorder. This has worsened during the COVID-19 pandemic, and we are living in more times of stress and anxiety than ever before. The teenage years generally have significant stress and this has worsened during the pandemic.

On this week's On Call for All Kids, Jennifer Katzenstein, Ph.D., director of psychology and neuropsychology at Johns Hopkins All Children's Hospital, discusses the stress and anxiety related to the transitions occurring in the teenage years, especially transitions between school years, completing high school and moving to the next steps, as well as the social stressors of the teenage years.

What times are likely to result in anxiety and stress for teens?

The teenage years are ripe with new experiences, opportunities and challenges. Also during this time, teenagers' brains are changing, and they want more independence and autonomy. During this time, there are also many stressors. For example, teenagers might worry about starting secondary school, looking a particular way, fitting in with friends, final examinations/schoolwork, performing in plays at school or going to school formals. Now more than ever, teenagers have even more worries with political affairs, the pandemic, not to mention social media.

Feeling anxious is part of the normal range of emotions, just like feeling angry or embarrassed. For most teenagers, anxiety doesn't last and goes away on its own. But for some teenagers, it doesn't go away or is so intense it that it stops them from doing everyday things. It's also important to remember, anxiety in teenagers isn't always a bad thing. Feeling anxious can help to keep teenagers safe by getting them to think about the situation they're in. It can also motivate them to do their best. And it can help them get ready for challenging situations like public speaking or sporting events.

What is the difference between anxiety and stress in teens?

Most normal anxiety and stress goes away quickly, maybe in a day or a few hours. Anxiety becomes an increasing concern when anxious feelings are very intense, go on for weeks, months or even longer, and/or get in the way of a teenager's ability to learn, engage in home/school/work environments, and enjoy daily life.

What are the signs/symptoms of anxiety in teens?

Symptoms can include worries, feeling irritable/nervous, feeling restless, wound-up, on edge, being easily fatigued, difficulty concentrating, and/or mind going blank, as well as physical symptoms such as sleep problems, muscle tension, headaches, stomachaches and pain.

What can we do about test anxiety?

Test anxiety is a type of performance anxiety, which is a feeling someone might have in a situation where performance really is important or there is a lot of pressure to do well. For example, a teen might have performance anxiety just before trying out for the school play, singing a solo on stage, getting into position on the pitcher's mound, right before a big game, or submitting applications for college. The same applies for big examinations and tests, especially finals, and as SAT and ACT exams approach. When we have test anxiety, we need to focus on strong study strategies without distraction, envision success, getting good sleep, and teaching good coping strategies - such as calming breathing and self-calming via progressive muscle relaxation and changing our cognitions.

As a parent, what can I do to help?

Acknowledge your teen's fears and emotions. Don't ignore it or dismiss it by saying, "You have a good life. You shouldn't worry about that." We need to take their emotions seriously and be ready to listen. Don't meet them with too many questions, let them talk, and sit in the silence.

Remind them that other kids are anxious too. Try to avoid labeling our teens with negative labels such as "shy" or "anxious."

Start with a level of exposure - slowly working up to the worry, but providing positive reinforcement for tasks and social activities they are worried about.

Give your child love and empathy.

Make time to talk to your child every day without distractions.

Encourage healthy diet, physical activities and good sleep habits.

Strong parent-teenager relationships are good for young people's mental health and is protective.

If you need to seek more help, reach out to your pediatrician or trusted psychologist/counselor for additional support. School counselors can also be helpful.

On Call for All Kids is a weekly series featuring Johns Hopkins All Children's Hospital experts. Visit HopkinsAllChildrens.org/Stories each Monday for the latest report. You also can explore more advice from Jennifer Katzenstein, Ph.D.
A special upcoming virtual event, "A Night for All Children," will help support kids with developmental challenges. The event will raise funds for the Center for Behavioral Health at Johns Hopkins All Children's Hospital. Register for the free event and silent auction at HopkinsAllChildrens.org/Giving/Events/A-Night-for-All-Children

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Anxiety disorders are the most common mental health disorder in the United States, and anywhere from 1 in 10 to 1 in 13 people suffer from anxiety, with about 8% of children and teenagers experiencing an anxiety disorder. This has worsened during the COVID-19 pandemic, and we are living in more times of stress and anxiety than ever before.

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Yes. Teen can struggle with mental health. They could be sad, they could be annoyed, at least something that is bothering them. Their environment or friends can be the one that is causing their mental health to be unhealthy.

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An estimated 6.1 million children have ADHD in the U.S., but adult ADHD statistics are rising. The U.S. lifetime prevalence of ADHD among children is rising with the latest estimates at 11%. An estimated 6.1 million American children aged 2-17 years old had ever received a diagnosis of ADHD, representing 9.4% of this total age-group nationwide as of 2016.

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An estimated 6.1 million children have ADHD in the U.S., but adult ADHD statistics are rising What is ADHD? | How common is ADHD? | Child ADHD statistics | Teen ADHD statistics | Adult ADHD statistics | ADHD in the classroom | ADHD treatment | Research A restless, easily distracted child is more common than not, especially in the school-age range.

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Yes, teens struggle with mental health because of their peers and because of school, family, and friends.

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13 % of teens have experienced depression  in 2017 

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Depression has become increasingly common among American teenagers - especially teen girls, who are now almost three times as likely as teen boys to have had recent experiences with depression.

In 2017, 13% of U.S. teens ages 12 to 17 (or 3.2 million) said they had experienced at least one major depressive episode in the past year, up from 8% (or 2 million) in 2007, according to a Pew Research Center analysis of data from the 2017 National Survey on Drug Use and Health.

One-in-five teenage girls - or nearly 2.4 million - had experienced at least one major depressive episode (the proxy measure of depression used in this analysis) over the past year in 2017. By comparison, 7% of teenage boys (or 845,000) had at least one major depressive episode in the past 12 months.

The total number of teenagers who recently experienced depression increased 59% between 2007 and 2017. The rate of growth was faster for teen girls (66%) than for boys (44%).

While teenage girls are more likely to have faced depression than their male peers, they are also more likely to have received treatment by seeing a professional or taking medication. Among teen girls who had recent depressive episodes, 45% received treatment for depression over the past year. By comparison, 33% of teen boys with recent depressive episodes received treatment.

The number of adults who had experienced depression also increased from 14.8 million in 2007 to 17.3 million in 2017, though the share remained the same (7%). Adults also differed by gender in their experiences with depression (9% of women vs. 5% of men).

Adults who have experienced depression are treated at higher rates than teens. Among adults who had recent depressive episodes, about two-thirds (67%) received treatment. Again, women who had a recent experience with depression (72%) were more likely than men (58%) to receive treatment.

Teens express concern about anxiety and depression among peers, feel day-to-day pressures

Seven-in-ten U.S. teens said anxiety and depression is a major problem among people their age in the community where they live, according to a Pew Research Center survey of teenagers ages 13 to 17 conducted in fall 2018. An additional 26% cited anxiety and depression as a minor problem.

About three-in-ten teens (29%) said they felt tense or nervous about their day every or almost every day, and 45% said they felt tense or nervous sometimes. About a third of teen girls (36%) reported feeling this way every day or almost every day, compared with 23% of teen boys.

Academic and social pressures are among the reasons cited by experts who have studied teen depression. The Center's survey asked about some of those pressures teens face in their daily lives. About six-in-ten teens (61%) said they personally felt a lot of pressure to get good grades, while roughly three-in-ten reported a lot of pressure to look good and fit in socially (29% and 28%, respectively).

This analysis uses data from the 2017 National Survey on Drug Use and Health (NSDUH), which is directed by the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration and overseen by the Center for Behavioral Health Statistics and Quality.

"Major depressive episode" is used throughout this analysis as a proxy measure of depression; as such, that term and "depression" are used interchangeably. A " major depressive episode " is defined as a period of at least two weeks when a person experienced a depressed mood or loss of interest or pleasure in daily activities and had a majority of specific depression symptoms in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). "Treatment" of depression is defined in the NSDUH survey as seeing or talking to a health or alternative service professional or using prescription medication for depression in the past year.

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A growing number of American teenagers - particularly girls - are facing depression

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Depression has become increasingly common among American teenagers - especially teen girls, who are now almost three times as likely as teen boys to have had recent experiences with depression. In 2017, 13% of U.S.

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https://www.mayoclinic.org/diseases-conditions/teen-depression/symptoms-causes/syc-20350985

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Overview

Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities. It affects how your teenager thinks, feels and behaves, and it can cause emotional, functional and physical problems. Although depression can occur at any time in life, symptoms may be different between teens and adults.

Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for teens. But for some teens, the lows are more than just temporary feelings - they're a symptom of depression.

Teen depression isn't a weakness or something that can be overcome with willpower - it can have serious consequences and requires long-term treatment. For most teens, depression symptoms ease with treatment such as medication and psychological counseling.

Symptoms

Teen depression signs and symptoms include a change from the teenager's previous attitude and behavior that can cause significant distress and problems at school or home, in social activities, or in other areas of life.

Depression symptoms can vary in severity, but changes in your teen's emotions and behavior may include the examples below.

Emotional changes

Be alert for emotional changes, such as:

Feelings of sadness, which can include crying spells for no apparent reason

Frustration or feelings of anger, even over small matters

Feeling hopeless or empty

Irritable or annoyed mood

Loss of interest or pleasure in usual activities

Loss of interest in, or conflict with, family and friends

Low self-esteem

Feelings of worthlessness or guilt

Fixation on past failures or exaggerated self-blame or self-criticism

Extreme sensitivity to rejection or failure, and the need for excessive reassurance

Trouble thinking, concentrating, making decisions and remembering things

Ongoing sense that life and the future are grim and bleak

Frequent thoughts of death, dying or suicide

Behavioral changes

Watch for changes in behavior, such as:

Tiredness and loss of energy

Insomnia or sleeping too much

Changes in appetite - decreased appetite and weight loss, or increased cravings for food and weight gain

Use of alcohol or drugs

Agitation or restlessness - for example, pacing, hand-wringing or an inability to sit still

Slowed thinking, speaking or body movements

Frequent complaints of unexplained body aches and headaches, which may include frequent visits to the school nurse

Social isolation

Poor school performance or frequent absences from school

Less attention to personal hygiene or appearance

Angry outbursts, disruptive or risky behavior, or other acting-out behaviors

Self-harm - for example, cutting or burning

Making a suicide plan or a suicide attempt

What's normal and what's not

It can be difficult to tell the difference between ups and downs that are just part of being a teenager and teen depression. Talk with your teen. Try to determine whether he or she seems capable of managing challenging feelings, or if life seems overwhelming.

When to see a doctor

If depression signs and symptoms continue, begin to interfere in your teen's life, or cause you to have concerns about suicide or your teen's safety, talk to a doctor or a mental health professional trained to work with adolescents. Your teen's family doctor or pediatrician is a good place to start. Or your teen's school may recommend someone.

Depression symptoms likely won't get better on their own - and they may get worse or lead to other problems if untreated. Depressed teenagers may be at risk of suicide, even if signs and symptoms don't appear to be severe.

If you're a teen and you think you may be depressed - or you have a friend who may be depressed - don't wait to get help. Talk to a health care provider such as your doctor or school nurse. Share your concerns with a parent, a close friend, a spiritual leader, a teacher or someone else you trust.

Symptoms

Suicide is often associated with depression. If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your mental health professional.

Contact a suicide hotline.

In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. The Spanish language phone line is 1-888-628-9454 (toll-free). Services are free and confidential.

Or contact a crisis service for teenagers in the U.S. called TXT 4 HELP: Text the word "safe" and your current location to 4HELP (44357) for immediate help, with the option for interactive texting.

Seek help from your primary care doctor or other health care provider.

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If a loved one or friend is in danger of attempting suicide or has made an attempt:

Make sure someone stays with that person.

Call 911 or your local emergency number immediately.

Or, if you can do so safely, take the person to the nearest hospital emergency room.

Never ignore comments or concerns about suicide. Always take action to get help.

Causes

It's not known exactly what causes depression, but a variety of issues may be involved. These include:

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that carry signals to other parts of your brain and body. When these chemicals are abnormal or impaired, the function of nerve receptors and nerve systems changes, leading to depression.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression.

Inherited traits. Depression is more common in people whose blood relatives - such as a parent or grandparent - also have the condition.

Early childhood trauma. Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that increase the risk of depression.

Learned patterns of negative thinking. Teen depression may be linked to learning to feel helpless - rather than learning to feel capable of finding solutions for life's challenges.

Risk factors

Many factors increase the risk of developing or triggering teen depression, including:

Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems

Having been the victim or witness of violence, such as physical or sexual abuse

Having other mental health conditions, such as bipolar disorder, an anxiety disorder, a personality disorder, anorexia or bulimia

Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)

Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma

Having certain personality traits, such as low self-esteem or being overly dependent, self-critical or pessimistic

Abusing alcohol, nicotine or other drugs

Being gay, lesbian, bisexual or transgender in an unsupportive environment

Family history and issues with family or others may also increase your teenager's risk of depression, such as:

Having a parent, grandparent or other blood relative with depression, bipolar disorder or alcohol use problems

Having a family member who died by suicide

Having a family with major communication and relationship problems

Having experienced recent stressful life events, such as parental divorce, parental military service or the death of a loved one

Complications

Untreated depression can result in emotional, behavioral and health problems that affect every area of your teenager's life. Complications related to teen depression may include, for example:

Alcohol and drug misuse

Academic problems

Family conflicts and relationship difficulties

Suicide attempts or suicide

Prevention

There's no sure way to prevent depression. However, these strategies may help. Encourage your teenager to:

Take steps to control stress, increase resilience and boost self-esteem to help handle issues when they arise

Practice self-care, for example by creating a healthy sleep routine and using electronics responsibly and in moderation

Reach out for friendship and social support, especially in times of crisis

Get treatment at the earliest sign of a problem to help prevent depression from worsening

Maintain ongoing treatment, if recommended, even after symptoms let up, to help prevent a relapse of depression symptoms

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This serious mental health problem affects how your teenager thinks, feels and behaves, and can cause emotional, functional and physical problems.

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In 2017, 13% of U.S. teens ages 12 to 17 (or 3.2 million) said they had experienced at least one major depressive episode in the past year, up from 8% (or 2 million) in 2007,.

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Depression has become increasingly common among American teenagers - especially teen girls, who are now almost three times as likely as teen boys to have had recent experiences with depression.

In 2017, 13% of U.S. teens ages 12 to 17 (or 3.2 million) said they had experienced at least one major depressive episode in the past year, up from 8% (or 2 million) in 2007, according to a Pew Research Center analysis of data from the 2017 National Survey on Drug Use and Health.

One-in-five teenage girls - or nearly 2.4 million - had experienced at least one major depressive episode (the proxy measure of depression used in this analysis) over the past year in 2017. By comparison, 7% of teenage boys (or 845,000) had at least one major depressive episode in the past 12 months.

The total number of teenagers who recently experienced depression increased 59% between 2007 and 2017. The rate of growth was faster for teen girls (66%) than for boys (44%).

While teenage girls are more likely to have faced depression than their male peers, they are also more likely to have received treatment by seeing a professional or taking medication. Among teen girls who had recent depressive episodes, 45% received treatment for depression over the past year. By comparison, 33% of teen boys with recent depressive episodes received treatment.

The number of adults who had experienced depression also increased from 14.8 million in 2007 to 17.3 million in 2017, though the share remained the same (7%). Adults also differed by gender in their experiences with depression (9% of women vs. 5% of men).

Adults who have experienced depression are treated at higher rates than teens. Among adults who had recent depressive episodes, about two-thirds (67%) received treatment. Again, women who had a recent experience with depression (72%) were more likely than men (58%) to receive treatment.

Teens express concern about anxiety and depression among peers, feel day-to-day pressures

Seven-in-ten U.S. teens said anxiety and depression is a major problem among people their age in the community where they live, according to a Pew Research Center survey of teenagers ages 13 to 17 conducted in fall 2018. An additional 26% cited anxiety and depression as a minor problem.

About three-in-ten teens (29%) said they felt tense or nervous about their day every or almost every day, and 45% said they felt tense or nervous sometimes. About a third of teen girls (36%) reported feeling this way every day or almost every day, compared with 23% of teen boys.

Academic and social pressures are among the reasons cited by experts who have studied teen depression. The Center's survey asked about some of those pressures teens face in their daily lives. About six-in-ten teens (61%) said they personally felt a lot of pressure to get good grades, while roughly three-in-ten reported a lot of pressure to look good and fit in socially (29% and 28%, respectively).

About this analysis

This analysis uses data from the 2017 National Survey on Drug Use and Health (NSDUH), which is directed by the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration and overseen by the Center for Behavioral Health Statistics and Quality.

"Major depressive episode" is used throughout this analysis as a proxy measure of depression; as such, that term and "depression" are used interchangeably. A " major depressive episode " is defined as a period of at least two weeks when a person experienced a depressed mood or loss of interest or pleasure in daily activities and had a majority of specific depression symptoms in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). "Treatment" of depression is defined in the NSDUH survey as seeing or talking to a health or alternative service professional or using prescription medication for depression in the past year.

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A growing number of American teenagers - particularly girls - are facing depression

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Depression is rising among American teenagers, and teen girls are particularly likely to have had recent depressive episodes.

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Teens can struggle with mental heath when a teen has a problem with something or someone or gets their feelings hurt and then get depressed.

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them.

Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships. Keep reading to understand self-esteem issues that may come up for your teenager and ways to help your child feel better about themselves and their capabilities.

This can help if you:

suspect your child is suffering from low self-esteem

want to learn how to build your child's self-esteem

would like to identify the causes of your child's low self-esteem.

Why your child's self-esteem is important

Positive self-esteem for teens is important as it allows them to try new things, take healthy risks and solve problems. In turn, their learning and development will be productive and will set them up for a healthy and positive future. A young person with healthy self-esteem is more likely to display positive behavioural characteristics, such as:

acting independent and mature

taking pride in their accomplishments/acheivements

accepting frustration and dealing with it responsibly

trying new things and challenges

helping others when possible

How can low self-esteem affect my child?

When someone has low self-esteem they tend to avoid situations where they think there's risk of failure, embarrassment or making mistakes. These can involve school work, making friends, and trying new activities, which are all important parts of a healthy teenage life.

If the low self-esteem is not identified and treated, then it can lead to problems such as:

relationship troubles or difficulty making friends

- negative moods such as feeling sad, anxious, ashamed or angry

low motivation

poor body image

earlier sexual activity

drinking alcohol and/or taking drugs to feel better

What can cause low self-esteem?

How a person feels about themselves is a result of their experiences and how they deal with situations. The most common causes of low self-esteem in teenagers are:

unsupportive parents, carers or others that play an influential role in their life

friends who are bad influences

stressful life events such as divorce or moving houses

trauma or abuse

poor performance at school or unrealistic goals

mood disorders such as depression

bullying or loneliness

ongoing medical issues

Signs of low self-esteem

A child with low self-esteem will more than likely be having negative thoughts about their worth and value as a person. Some general signs that your child has low self-esteem include:

avoiding new things and not taking up opportunities

feeling unloved and unwanted

blaming others for their own mistakes

- not being able to deal with normal levels of frustration

- negative self-talk and comparisons to others

fear of failure or embarrassment

difficulty making friends

low levels of motivation and interest

can't take compliments and shows mixed feelings of anxiety or stress.

There are things you can do to support your child to have positive self-esteem, but it's also important to remember that teenage self-esteem develops and changes quite frequently overtime. If your child doesn't show signs of positive self-esteem immediately, it doesn't necessarily mean you're doing something wrong!

You can help your child develop positive self-esteem with tips here.

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Self-esteem and teenagers - ReachOut Parents

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them. Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships.

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https://childmind.org/article/signs-of-anxiety-in-teenagers/

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Teens do have stuggles with mental health and we need to understand and try to help them as much as we can.

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not all but most doo

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I think that a lot of people struggle with this and that it can be serious.

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Yes. There are many disorders and mental health issues that teens suffer with. ADD, ADHD, depression, and so on

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https://www.child-psych.org/child-teen-adhd-quiz/

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Does my child have the symptoms of ADHD? How do I know if my teen has ADHD? If you feel your kid is showing substantial signs of ADHD, or their symptoms appear to be causing them to struggle with their health, well-being, or academic progress, you may want to use this free ADHD quiz as anecdotal evidence, and investigate further.

What to expect from our ADHD quiz for children & teens?

This online quiz contains a list of questions relating to real-life experiences, emotions, and challenges faced by children & teens with ADHD. Designed for 10 to 18 years old boys & girls, it may help parents evaluate if something is concerning about their kid's ADHD behavior.

Answering these questions, consider the duration and the extent of symptoms when compared to a child without ADHD. If symptoms have only been around for less than 6 months, then it could well be another issue such as stress, anxiety or even depression.

The level may differ between every child & teen, which can make all the difference when getting a proper diagnosis. The symptoms of ADHD look different at times in teenage girls and boys. Teenage girls tend to be diagnosed with the disorder at later ages and exhibit more inattention and subtle symptoms.

You should remember that the online ADHD quiz for 10-18 years old children cannot be considered a professional or reliable diagnosis, only an indication to consult a physician or pediatrician. In order to get a proper ADHD assessment, you will need to visit a fully trained mental health professional.

This questionnaire solely serves as a starting point to discover possible answers to peculiar behavior and is based on actual tests taken to determine whether or not a child & teen has ADHD. Answering these few questions can let you correlate the results with actual testing outcomes for professional diagnoses.

Should you find that this test indicates that your kid may have ADHD, the first thing to do is NOT panic. As mentioned earlier, this ADHD quiz is not to be treated as a diagnosis for your child & teen. Only a certified professional can do that.

Your child may be going through something, often referred to as a "phase" that will likely pass. So, instead of panicking the better option would be to take your child to their pediatrician, your family doctor, or another professional who specializes in recognizing ADHD and its symptoms.

Take our ADHD quiz for Children & Teens (10 to 18 years old)
References:
Last Updated on October 5, 2021

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ADHD Quiz for Children & Teens (10 to 18 years old)

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Does my child have the symptoms of ADHD? How do I know if my teen has ADHD? If you feel your kid is showing substantial signs of ADHD, or their symptoms appear to be causing them to struggle with their health, well-being, or academic progress, you may want to use this free ADHD quiz as anecdotal evidence, and investigate further.

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yes teens can struggle with depression

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1. 75% of girls with low self-esteem reported engaging in negative activities like cutting, bullying, smoking, drinking, or disordered eating. This compares to 25% of girls with high self-esteem.[5]

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The majority of U.S. teens have self-esteem issues that will follow them into adulthood.

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People with self esteem feel liked and accepted. People with low self esteem feel bad about themselves. One way to increase your self esteem is accepting what is not perfect.

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How Can I Improve My Self-Esteem? (for Teens) - Nemours KidsHealth

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We all have problems with self-esteem at certain times in our lives. Here are some tips that might help.

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388,000 children aged 2–5 years

2.4 million children aged 6–11 years

3.3 million children aged 12–17 years

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Centers for Disease Control and Prevention

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for ADHD.

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Teen depression is really important to get help when they have it. So they should get help for their health.

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Yes teens do struggle a lot do

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More han 6 million children have ADD or ADHD

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Your child daydreams a lot at school and is easily distracted when they are doing homework or chores. Maybe they fidget constantly. You might wonder if they have attention-deficit/hyperactivity disorder ( ADHD). Or is it attention deficit disorder (ADD)?

Is there a difference?

Not anymore. In 1994, doctors decided all forms of attention-deficit disorder would be called "attention-deficit/hyperactivity disorder," or ADHD, even if the person wasn't hyperactive. Now it's called ADHD, inattentive type, or ADHD, hyperactive/impulsive type, or ADHD, combined type.

Which term is right for your family to use depends on your child's specific symptoms and diagnosis. It's important to talk with an experienced mental health provider to make sure your child gets the right diagnosis.

ADD is diagnosed if a child under age 16 has 6 or more symptoms of inattention (5 or more for older teens) for at least 6 consecutive months but no signs of hyperactivity/impulsivity.

The symptoms include:

Trouble paying attention (easily sidetracked)

Doesn't like or avoids long mental tasks (such as homework)

Trouble staying on task during school, at home, or even at play

Disorganized and seems forgetful

Doesn't appear to listen when directly spoken to

Doesn't pay close attention to details

Loses things often

Makes careless mistakes

Struggles to follow through with instructions

Children with this subtype of ADHD may go undiagnosed because the symptoms may be chalked up to daydreaming.

To diagnose ADHD, your child should have a full physical exam, including vision and hearing tests. Also, the FDA has approved the use of the Neuropsychiatric EEG-Based Assessment Aid (NEBA) System, a noninvasive scan that measures theta and beta brain waves. The theta/beta ratio has been shown to be higher in children and adolescents with ADHD than in children without it. The scan, approved for use in those ages 6 to 17 years, is meant to be part of a complete medical and psychological exam.

The evaluation may also include interviewing you, your child's teachers, and any other adults who are a big part of your child's life. The evaluator may ask each of you to fill out standardized forms, known as "behavior rating scales," to rate different aspects of your child's behavior. These scales may also be used later to track progress with treatment.

The health care professional should take a complete medical history to check for other conditions that may affect a child's behavior. Certain conditions that could mimic ADHD or cause the ADHD-like behaviors are:

Recent major life changes (such as a divorce, a death in the family, or a recent move)

Undetected seizures

Thyroid problems

Sleep problems

Anxiety

Depression

Lead toxicity

Though many children show some of the behaviors of ADHD, they do not necessarily have the disorder. An ADHD diagnosis requires that these behaviors have been around for at least 6 months, that some symptoms began before age 12, that symptoms are present in two or more settings (such as school and home), and that they significantly affect the child in at least two places (social life, school, etc.).

ADHD Predominantly Hyperactive-Impulsive Presentation

Children with this form of ADHD have tons of energy and are constantly moving in a way that causes problems. It's diagnosed if a child under age 16 has 6 or more hyperactive/impulsive symptoms for at least 6 months (5 or more for older teens). This form is more noticeable than the inattentive type.

Symptoms include:

Blurting out answers before a question is finished

Constantly interrupting others

Trouble waiting for their turn

Talks too much

Fidgeting, tapping, and squirming

Gets up when it's not appropriate (such as when the teacher is talking or in the middle of dinner)

Running or climbing in inappropriate situations

Unable to play quietly

Always "on the go"

ADHD Combined Type

A child with this type has symptoms of both inattention and hyperactivity/impulsivity.

ADHD Diagnosis

Health care professionals such as pediatricians, psychiatrists, and child psychologists can diagnose ADHD with the help of standard guidelines from the American Academy of Pediatrics or the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM).

You can also find a professional who specializes in ADHD diagnosis through your health plan, your child's teacher or school counselor, other parents of children with ADHD, or nonprofit organizations such as Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).

The diagnosis involves gathering information from several sources, including schools, caregivers, and parents. The health care professional will consider how a child's behavior compares with that of other children the same age, and they may use standardized rating scales to document these behaviors.

Daydreamer or Fidgeter?

ADHD is a brain-based disorder. It can interfere with your child's everyday activities at home and at school. Kids who have it have trouble paying attention and controlling their behavior, and are sometimes hyperactive.

Before they are diagnosed, you will want to note your child's symptoms. The CDC offers an ADHD checklist for children that may help you keep track of them.

Here are the signs to look for:

Inattention: Includes disorganization, problems staying on task, constant daydreaming, and not paying attention when spoken to directly.

Impulsivity: Includes spur-of-the-moment decisions without thinking about the chance of harm or long-term effects. They act quickly to get an immediate reward. They may regularly interrupt teachers, friends, and family.

Hyperactivity: Involves squirming, fidgeting, tapping, talking, and constant movement, especially in situations where it's not appropriate.

Mental health professionals in the United States use the Diagnostic and Statistical Manual of Mental Disorders ( DSM) to diagnose all psychiatric conditions, including ADHD. The latest version divides it into three types:

ADHD predominantly inattentive presentation (what used to be called ADD)

ADHD predominantly hyperactive-impulsive presentation

ADHD combined presentation (both inattentive and hyperactive-impulsive symptoms)

Your child's diagnosis will depend on their specific symptoms.

ADHD Inattentive

Kids with this condition aren't hyperactive. They don't have the high energy level seen in others with ADHD. In fact, children with this form may seem shy or "in their own world."

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Your child daydreams a lot at school and is easily distracted when they are doing homework or chores. Maybe they fidget constantly. You might wonder if they have attention-deficit/hyperactivity disorder ( ADHD). Or is it attention deficit disorder (ADD)? Is there a difference? Not anymore.

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Globally, one in seven 10-19-year-olds experiences a mental disorder, accounting for 13% of the global burden of disease in this age group.

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Adolescence (10-19 years) is a unique and formative time. Multiple physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Promoting psychological well-being and protecting adolescents from adverse experiences and risk factors that may impact their potential to thrive are critical for their well-being during adolescence and for their physical and mental health in adulthood.

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I think that it depends on the situation, and everything is changing when you are a teen, so I guess it depends. I would say yes though.

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

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anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

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Anxiety in Teens is Rising: What's Going On?

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The number of teens with anxiety disorders has been rising steadily―along with hospital admissions for teens who are suicidal. This leaves parents, teachers, and anyone who interacts with these kids with many concerning questions. Read on.

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13.6 percent of adolescents

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ADHD Statistics: How Common is ADHD?

ADHD Prevalence in Children

About 6.1 million children in the United States (9.4 percent) between ages 2 to 17 are estimated to have ever been diagnosed with attention deficit hyperactivity disorder ( ADHD or ADD), according to a 2016 study from the Centers for Disease Control and Prevention (CDC).

This figure includes:

388,000 (2.4 percent) of young children aged 2 to 5 years

2.4 million (9.6 percent) of school-age children aged 6 to 11 years

3.3 million (13.6 percent) of adolescents aged 12 to 17 years

The same study found that boys are more likely to have ever been diagnosed with ADHD than were girls (12.9 percent and 5.6 percent, respectively).

Research, however, suggests that ADHD affects a greater number of girls than typically and traditionally reported. ADHD may be missed in girls because of the way their symptoms tend to manifest compared to boys', which may reflect a general bias in the diagnostic process.

ADHD is among the most common neurodevelopmental disorders of childhood, per the DSM-5. While figures vary, the worldwide ADHD prevalence in children is estimated at about 5 percent.
[Could Your Child Have ADHD? Take This Symptoms Test]
ADHD Prevalence in Adults

The worldwide prevalence of adult ADHD is estimated at 2.8 percent, according to a 2016 study.

Prevalence estimates for adult ADHD in the U.S. vary. One 2019 study estimates an adult ADHD prevalence of 0.96 percent - doubling from 0.43 percent a decade prior.

Prior studies have placed adult ADHD prevalence rates in the U.S. between 2.5 percent and 4.4 percent, with a 5.4 percent diagnosis rate in men compared to 3.2 percent in women.
Estimates on the number of children diagnosed with ADHD in the U.S. have changed over the years. Per a 2014 CDC study:

In 2003, 7.8 percent of children were ever diagnosed with ADHD

In 2007: 9.5 percent

In 2011: 11 percent

[Click to Read: How ADHD is Diagnosed in Children]
ADHD Treatment in Children
About 75 percent of children with ADHD in the U.S. undergo some type of ADHD treatment. ADHD Medication Behavioral Health Most children with ADHD in the U.S. receive some type of intervention - including medication and school supports - to treat ADHD symptoms, according to 2014 data.10

80 percent of children with ADHD received school-based supports

40 percent underwent social-skills training

31 percent participated in parent training

20 percent received cognitive behavioral therapy (CBT)

Related Conditions

Nearly two thirds of children with ADHD have at least one other condition.

51.5 percent of children with ADHD have behavioral or conduct problems

32.7 percent have anxiety problems

16.8 percent have depression

13.7 percent have been diagnosed with autism spectrum disorder (ASD)

1.2 percent have Tourette syndrome

About 45 percent have a learning disorder

Children with ADHD are 12 times more likely to have Loss of Control Eating Syndrome (LOC-ES), a type of eating disorder similar to binge eating disorder in adults.

ADHD Statistics: Adults with ADHD

Adult ADHD diagnosis rates are rising.
ADHD diagnoses among adults are growing four times faster than are ADHD diagnoses among children in the United States (26.4% increase among children compared to 123.3 percent among adults).

Still, ADHD is thought to be underdiagnosed in adults compared to children.
Most scientists believe adult ADHD remains underdiagnosed because diagnostic criteria for ADHD in the DSM-V were developed for children, and because adults with ADHD often have comorbid psychiatric disorders that may mask the symptoms of ADHD. It is estimated that fewer than 20% of adults with ADHD are currently diagnosed and/or treated by psychiatrists.

Adult ADHD frequently co-occurs with other, comorbid conditions.

According to a 2017 meta analysis:

Rates of comorbid bipolar disorder in adults with ADHD are estimated between 5.1 and 47.1 percent.

Roughly one-fifth to one-half of adults with ADHD have major depressive disorder/dysthymia.

About half of individuals with ADHD have some type of anxiety disorder.

Personality disorders are present in more than 50 percent of adults with ADHD

Substance Abuse Disorder

The link between ADHD and substance abuse disorder (SUD) is well-documented. Studies suggest that 25 to 40 percent of adults with SUD also have ADHD.

People with ADHD are at least 1.5 times more likely to develop substance abuse disorders to substances like nicotine, alcohol, marijuana, and cocaine.

ADHD Statistics: Demographics, Race & Ethnicity

According to a 2020 data brief from the National Center for Health Statistics:

Black children aged 3 to 17 years are more likely to have ever been diagnosed with ADHD or a learning disability (16.9 percent) compared to white (14.7 percent) and Hispanic children (11.9 percent).

Children in the lowest income brackets are more likely to be diagnosed with ADHD or a learning disability compared to children in families with income above the federal poverty level (18.7 percent vs 12.7 percent).

Black and white children, regardless of family income, are more likely to be diagnosed with ADHD or a learning disability compared to Hispanic children.

Children with parents who have a high school education or less are more likely to be diagnosed with ADHD (15.4 percent) compared to children with parents with more than a high school education (12.8 percent).

Children living in the U.S. South are more likely to have ever received an ADHD diagnosis compared to peers in other regions.

South: 11 percent

Midwest: 8.4 percent

Northeast: 8.4 percent

West: 6.8 percent

Children living in rural areas are more likely to have ever been diagnosed with ADHD compared to their urban/suburban peers.

Rural: 11.8 percent

Urban/suburban: 9 percent

ADHD diagnosis rates among adults of all race/ethnic groups are rising, but disparities remain (prevalence figures from 2006 to 2017):

White: 0.67 to 1.42 percent

Asian: 0.11 to 0.35 percent

Native Hawaiian/Pacific Islander: 0.11 to 0.39 percent

Black: 0.22 to 0.69 percent

Hispanic: 0.25 to 0.65 percent

American Indian and Alaskan Native: 0.56 to 1.14 percent

ADHD Statistics: More Facts

Children with ADHD

Approximately 41 percent to 55 percent of families with at least one child diagnosed with ADHD have at least one parent with the disorder.

Teen boys with ADHD are more likely to experience problems with attendance, GPA, homework, and more in high school.

Male teens with ADHD miss school 3 to 10 percent of the time;

are between 2.7 and 8.1 times more likely to drop out of high school;

fail 7.5 percent of their courses;

have GPAs five to nine points lower than those of male teens without ADHD.

Adults with ADHD

ADHD, especially if untreated, is associated with impaired quality of life for adults.

Individuals with ADHD are more likely to face difficulty obtaining and maintaining employment compared to adults without ADHD, more so if they did not receive treatment in childhood.

Individuals with ADHD are more likely to experience difficulties with all types of relationships (friendships, romantic, familial, etc.).
Other outcomes associated with adult ADHD include vulnerability to anxiety, mood disorders, negative habits, impaired driving safety, and even premature death from accidents.

ADHD in Women
ADHD Statistics: Next Steps

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View Article Sources
1 Melissa L. Danielson, Rebecca H. Bitsko, Reem M. Ghandour, Joseph R. Holbrook, Michael D. Kogan & Stephen J. Blumberg. (Jan. 24, 2018). Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment Among U.S. Children and Adolescents, 2016. Journal of Clinical Child & Adolescent Psychology, 47:2, 199-212, DOI: 10.1080/15374416.2017.1417860. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834391/pdf/nihms937906.pdf

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ADHD Statistics: New ADD Facts and Research

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How common is ADHD? More than 6 million (9.4 percent) of children in the U.S. have an ADD diagnosis, according to the latest data. Read on for more ADHD statistics, facts, and information regarding attention deficit in kids and adults.

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https://www.webmd.com/add-adhd/childhood-adhd/adhd-teens

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Most children who are diagnosed with ADHD still have it as teens. Symptoms of ADHD in teens are similar to those of ADHD in children. They include:

Distractibility

Disorganization

Poor concentration

Hyperactivity

Impulsivity

During teen years, especially as the hormonal changes of adolescence are going on and the demands of school and extracurricular activities are increasing, ADHD symptoms may get worse.

How Does ADHD Affect a Teen's Life?

Because of problems with getting distracted and poor concentration, many teens with ADHD have problems in school. Grades may fall, especially if the teen is not getting ADHD treatment.

It's not uncommon for teens with ADHD to forget assignments, lose textbooks, and become bored with their daily class work. Teens may become inattentive or excessively attentive, not waiting for their turn before blurting out answers. They may interrupt their teacher and classmates, and they may rush through assignments. Teens with ADHD may also be fidgety and find it tough to sit still in class.

Often, teens with ADHD are so busy focusing on other things they forget about the task at hand. This can be seen especially with homework and athletic skills and in relationships with peers. This lack of attention to what they're doing often leads to bad grades on tests and being passed over for sports teams, after-school activities, and peer groups.

Does ADHD Raise the Risk of Car Accidents and Problem Drinking?

Yes. Driving poses special risks for teens with ADHD. Teens with ADHD are two to four times more likely to have a car accident than teens without ADHD.

Teens with ADHD may be impulsive, risk-taking, immature in judgment, and thrill seeking. All of these traits make accidents and serious injury more likely.

Still, studies show that teen drivers with ADHD who take their medication are less likely to have accidents.

Teens with ADHD are more likely to be heavy drinkers than teens without ADHD. They are also more likely to have problems from drinking.

In studies, teens with ADHD were twice as likely as other teens to have abused alcohol within the past 6 months and three times as likely to abuse drugs other than marijuana.

Getting the right treatment for ADHD may help lower the risk of later alcohol and drug abuse.

Discuss driving privileges with your teen in relation to their overall ADHD treatment plan. It's your responsibility to establish rules and expectations for safe driving behaviors. Be sure to include a discussion about the risks of texting and talking on the phone while driving.

Kids With ADHD and Relationships

Not all children with ADHD have trouble getting along with others. If your child does, you can take steps to help improve their social skills and relationships. The earlier your child's troubles with peers are addressed, the more successful such steps can be. It helps for you to:

Recognize the importance of healthy peer relationships

Involve your child in activities with their peers; choosing an activity your child is particularly good at or enjoys will help them have the confidence to focus on engaging more with peers.

Set up social behavior goals with your child and a reward program

Encourage social interactions if your child is withdrawn or excessively shy

Before your child goes to an event, talk about what they should expect there and what others might expect from them

Don't try to do too much at once. Pick one or two habits to work on at a time.

Don't go overboard. Your child doesn't need to be part of the most popular group at school or have lots of friends. One or two close friendships may be all they need.

Ask your child's teachers how class is going for them. Work with them and the guidance counselor to clear up any conflicts that could get in the way of friendships.

Kids with ADHD can be targets for bullying, too. Be prepared. Talk with your child about what to do if they get teased or picked on. Make sure they know it's OK to tell you if they are bullied.

What's the Recommended Treatment for Teens With ADHD?

There are many opinions when it comes to treating ADHD in teens. Some experts believe that behavior therapy alone may work for teenagers. But according to the National Institute of Mental Health, about 80% of those who needed medication for ADHD as children still need medication in their teen years.

Usually, a combination of medication and behavior therapy is best in treating teens with ADHD. The American Academy of Pediatrics, the American Medical Association, and the American Academy of Child and Adolescent Psychiatry all recommend behavior therapy to improve behavior problems that are a part of ADHD.

Stimulant medications are commonly prescribed to treat teens with ADHD. These drugs may make teens more alert and help them do better at school. Examples of stimulant medications include dexmethylphenidate (Focalin, Focalin XR), dextroamphetamine (Adderall, Adderall XR), lisdexamfetamine (Vyvanse), methylphenidate (Concerta, Quillivant XR, Ritalin), and mixed salts of a single-entity amphetamine product (Mydayis).

Non-stimulant medications such as atomoxetine (Strattera), clonidine (Kapvay), guanfacine (Intuniv), and viloxazine (Qelbree) are also used to treat teens with ADHD. Non-stimulant medications for ADHD have different side effects from stimulant drugs. For instance, they don't often lead to anxiety, irritability, and insomnia as the stimulant drugs may. They also are not habit-forming and have less likelihood of being abused than stimulant drugs, which may make them a more appropriate option for teens with ADHD who also have alcohol or drug misuse problems.

Overmedicating doesn't help and can lead to thoughts of suicide, mood swings, and drug misuse.

Alternative treatments include elimination diets, the use of supplements, parent training, memory training, and neurofeedback. These treatments are sometimes used along with prescribed medications.

Omega-3 fatty acids have also shown to be of benefit. Recently, a small device to help stimulate the part of the brain believed to be responsible for ADHD was approved by the FDA. This device, called the Monarch External Trigeminal Nerve Stimulation (eTNS) System, can be prescribed for patients 7 to 12 years old who are not taking medication for ADHD.

How Can Parents Help a Teen With ADHD?

ADHD affects all parts of a teenager's life. As a parent, your first goal should be to talk openly with your teen. Be supportive and accepting at all times. You can also enlist your child's pediatrician for help in discussing ADHD and its treatment.

By taking the following actions, you can help your teen manage ADHD:

Provide clear, consistent expectations, directions, and limits.

Set a daily schedule and keep distractions to a minimum.

Support activities where your teen can have personal success (sports, hobbies, or music lessons, for example).

Build your teen's self-esteem by affirming positive behavior.

Reward positive behavior.

Set consequences for bad behavior.

Help your teen with scheduling and organization.

Keep a structured routine for your family with the same wake-up time, mealtime, and bedtime.

Set up a reminder system at home to help your teen stay on schedule and remember projects that are due. Be sure to include homework and playtime in the schedule. Kids may benefit from a visual representation of their schedule, such as a calendar or list. Review this with them often.

Work with your teen's teachers to make sure your teen is on task at school.

Stay calm when disciplining your teen.

Set a good example. Teens don't always show it, but the adults in their lives are very influential and important to them.

Make sure your teen gets plenty of sleep. Set firm rules for the TV, computers, phones, video games, and other devices. Make sure all of these are turned off well before bedtime.

Organize everyday items. Your child should have a place for everything and keep everything in its place. This includes clothing, backpacks, and school supplies.

Use homework and notebook organizers. Stress the importance of having your child write down assignments and bring home the needed books. A checklist can be helpful to make sure items like schoolbooks, lunch boxes, and jackets are brought home each day.

When Your Child Is Older

Living well with ADHD means sticking with your treatment. When they're adults, encourage your child to meet with the person who treats their ADHD. Together, they should talk about how they can manage their meds on their own. If they go to talk therapy, they should have a plan for continuing that, too.

Discuss how they can make sure to order new medication before it runs out. If they are moving away or leaving for college, make sure they have another doctor or ADHD professional near their new home so they can get help when they need it.

Your child needs to know that it's important to take their medication as their doctor prescribed. Otherwise, their symptoms will get worse. That can make it hard to study or to do well at work. It even raises the odds they could engage in risky behavior, like alcohol abuse.

Make sure they know that they should never share medication with someone else.

You'll also want to talk to your child about the daily responsibilities they'll face when they are on their own. For example, how will they manage meals and do laundry? Which bills can they expect to pay, and how will they pay them?
Set boundaries
Part of helping your child become an independent adult is treating them like one, regardless of their ADHD. Don't nag about what they should be doing, and respect their privacy and wishes when they don't want help. You may also want to do things that show them you're treating them like an adult. For example, you could invite them out to dinner instead of surprising them by dropping by their apartment.

Helping your child plan is good. Make it clear to them that you're available when they need you. For example, they may ask you to remind them their rent is due each month. But make sure your child is making the requests.

Let the pros step in
You may be used to helping your child with many aspects of their life, like managing money and dealing with tough social situations. Just because they are an adult doesn't mean you should stop being loving and supportive. But one way to help them make the leap to adulthood is to encourage them to seek help from others. For example, a life coach who specializes in ADHD can help them develop good study skills. A therapist can help them find positive ways to communicate when dealing with conflict, too.

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Most children who are diagnosed with ADHD still have it as teens. Symptoms of ADHD in teens are similar to those of ADHD in children. They include: Distractibility Disorganization Poor concentration Hyperactivity Impulsivity During teen years, especially as the hormonal changes of adolescence are going on and the demands of school and extracurricular activities are increasing, ADHD symptoms may get worse.

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Feelings of anxiety and hopelessness increased by 71% among people ages seventeen to twenty-five.

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Principles Academy for Adolescent Wellness

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A variety of factors can cause and/or lead to the development of mental illness in teens. Discover the facts and statistics of teen mental health.

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parents ca be helpful to a person who has low self esteem

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them.

Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships. Keep reading to understand self-esteem issues that may come up for your teenager and ways to help your child feel better about themselves and their capabilities.

This can help if you:

suspect your child is suffering from low self-esteem

want to learn how to build your child's self-esteem

would like to identify the causes of your child's low self-esteem.

Why your child's self-esteem is important

Positive self-esteem for teens is important as it allows them to try new things, take healthy risks and solve problems. In turn, their learning and development will be productive and will set them up for a healthy and positive future. A young person with healthy self-esteem is more likely to display positive behavioural characteristics, such as:

acting independent and mature

taking pride in their accomplishments/acheivements

accepting frustration and dealing with it responsibly

trying new things and challenges

helping others when possible

How can low self-esteem affect my child?

When someone has low self-esteem they tend to avoid situations where they think there's risk of failure, embarrassment or making mistakes. These can involve school work, making friends, and trying new activities, which are all important parts of a healthy teenage life.

If the low self-esteem is not identified and treated, then it can lead to problems such as:

relationship troubles or difficulty making friends

- negative moods such as feeling sad, anxious, ashamed or angry

low motivation

poor body image

earlier sexual activity

drinking alcohol and/or taking drugs to feel better

What can cause low self-esteem?

How a person feels about themselves is a result of their experiences and how they deal with situations. The most common causes of low self-esteem in teenagers are:

unsupportive parents, carers or others that play an influential role in their life

friends who are bad influences

stressful life events such as divorce or moving houses

trauma or abuse

poor performance at school or unrealistic goals

mood disorders such as depression

bullying or loneliness

ongoing medical issues

Signs of low self-esteem

A child with low self-esteem will more than likely be having negative thoughts about their worth and value as a person. Some general signs that your child has low self-esteem include:

avoiding new things and not taking up opportunities

feeling unloved and unwanted

blaming others for their own mistakes

- not being able to deal with normal levels of frustration

- negative self-talk and comparisons to others

fear of failure or embarrassment

difficulty making friends

low levels of motivation and interest

can't take compliments and shows mixed feelings of anxiety or stress.

There are things you can do to support your child to have positive self-esteem, but it's also important to remember that teenage self-esteem develops and changes quite frequently overtime. If your child doesn't show signs of positive self-esteem immediately, it doesn't necessarily mean you're doing something wrong!

You can help your child develop positive self-esteem with tips here.

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Self-esteem and teenagers - ReachOut Parents

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While it can be normal for a teenager to lack confidence at times, people with self-esteem issues normally view themselves differently to how others view them. Low self-esteem can be particularly hard for young people especially when they're doing things like starting high school or work, and forming new friendships and relationships.

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According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

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By: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

High expectations and pressure to succeed. Between standardized testing and aculture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year byHigher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.

Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

There are also some children who have unexpected and disproportionate reactions to normal developmental experiences like going to school, going to a party, doing a sleepover or going to camp; children who worry excessively about everyday life activities. This often starts in the years right before puberty.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems― depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:

Recurring fears and worries abo ut routine parts of every day life

Changes in behavior, such as irritability

Avoiding activities, school, or social interactions

Dropping grades or school avoidance

Trouble sleeping or concentrating

Substance use or other risky behaviors

Chronic physical complaints, such as fatigue, headaches, or stomachaches.

Talk with kids about potential stressors. Try to see the world the way they do-and help them to keep perspective and find ways to cope.

Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends-all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.

Talk with kids about their social media use. Help them take breaks-and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

How pediatricians screen kids for anxiety:

At visits―whether they are well child visits or appointments made because of a concern―pediatricians ask questions about a child's physical complaints, mood, behavior and activities, as well as what is going on at school, at home, and in other areas of life.

Pediatricians also use screening tools such as the Pediatric Symptom Checklist (PSC) that look for signs of various different mental health problems, including anxiety. Pediatricians often refer to mental health professionals, as well, in order to more fully evaluate children when there is a concern.

Know anxiety is treatable!

According to the Anxiety and Depression Association of America, 80% of kids with a diagnosable anxiety disorder are not getting treatment―and anxiety disorders are highly treatable! As with most problems, the earlier it is diagnosed the easier it is to treat.

CBT focuses on changing how the child thinks about his fear, increasing exposure to feared situations, and relaxation strategies such as deep breathing, muscle relaxation, and positive self‐talk (repeating positive or reassuring statements to oneself). Exposure therapy, a type of CBT, focuses on increasing exposure to feared objects or activities.

SSRIs (selective serotonin reuptake inhibitors) ―commonly prescribed antidepressants―are the medications most frequently used for treating anxiety disorders in children.

The most effective treatments with for anxiety disorders are cognitive‐behavioral therapy (CBT) and SSRI medications.

Studies have found a combination of CBT and medication for 12 weeks yields a positive response in 80% of children with anxiety disorders. In fact, 65% of those children had no or minimal anxiety symptoms after the 12 weeks of treatment. With CBT alone, 60% had a positive response―about 35% of those children having no or minimal anxiety symptoms. However, it is important to note that SSRI medications can be administered safely and be an important part of child's anxiety disorder treatment.

As with any mental health disorder, anything that supports general wellbeing is an important part of anxiety disorder treatment―regular sleep, exercise, meditation, relaxation apps or yoga can be helpful. However, these are not a substitute for CBT or medication.

The most important thing is to be aware of your children's mental health, ask questions, and ask for help!

Additional Information:

About Dr. McCarthy:

Claire McCarthy, MD, FAAP is a primary care pediatrician at Boston Children's Hospital, an Assistant Professor of Pediatrics at Harvard Medical School, a senior editor for Harvard Health Publications, and an official spokesperson for the American Academy of Pediatrics. She writes about health and parenting for the Harvard Health Blog, Huffington Post and many other online and print publications.

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anxiety~ anxiety disorders~ anxious teen~ anxiety in teen~ ocd~ ptsd~ trauma~ mental health disorder~ suicide~ teen mental health~ teen social media~ mental illness~ teen nervous~ adolescent mental health~ screening for anxiety~ anxiety treatment

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Anxiety in Teens is Rising: What's Going On?

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By: Claire McCarthy, MD, FAAP According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

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Yes many teens struggle with mental health because of things around them that may impact them.

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Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities.

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Overview

Teen depression is a serious mental health problem that causes a persistent feeling of sadness and loss of interest in activities. It affects how your teenager thinks, feels and behaves, and it can cause emotional, functional and physical problems. Although depression can occur at any time in life, symptoms may be different between teens and adults.

Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for teens. But for some teens, the lows are more than just temporary feelings - they're a symptom of depression.

Teen depression isn't a weakness or something that can be overcome with willpower - it can have serious consequences and requires long-term treatment. For most teens, depression symptoms ease with treatment such as medication and psychological counseling.

Symptoms

Teen depression signs and symptoms include a change from the teenager's previous attitude and behavior that can cause significant distress and problems at school or home, in social activities, or in other areas of life.

Depression symptoms can vary in severity, but changes in your teen's emotions and behavior may include the examples below.

Emotional changes

Be alert for emotional changes, such as:

Feelings of sadness, which can include crying spells for no apparent reason

Frustration or feelings of anger, even over small matters

Feeling hopeless or empty

Irritable or annoyed mood

Loss of interest or pleasure in usual activities

Loss of interest in, or conflict with, family and friends

Low self-esteem

Feelings of worthlessness or guilt

Fixation on past failures or exaggerated self-blame or self-criticism

Extreme sensitivity to rejection or failure, and the need for excessive reassurance

Trouble thinking, concentrating, making decisions and remembering things

Ongoing sense that life and the future are grim and bleak

Frequent thoughts of death, dying or suicide

Behavioral changes

Watch for changes in behavior, such as:

Tiredness and loss of energy

Insomnia or sleeping too much

Changes in appetite - decreased appetite and weight loss, or increased cravings for food and weight gain

Use of alcohol or drugs

Agitation or restlessness - for example, pacing, hand-wringing or an inability to sit still

Slowed thinking, speaking or body movements

Frequent complaints of unexplained body aches and headaches, which may include frequent visits to the school nurse

Social isolation

Poor school performance or frequent absences from school

Less attention to personal hygiene or appearance

Angry outbursts, disruptive or risky behavior, or other acting-out behaviors

Self-harm - for example, cutting or burning

Making a suicide plan or a suicide attempt

What's normal and what's not

It can be difficult to tell the difference between ups and downs that are just part of being a teenager and teen depression. Talk with your teen. Try to determine whether he or she seems capable of managing challenging feelings, or if life seems overwhelming.

When to see a doctor

If depression signs and symptoms continue, begin to interfere in your teen's life, or cause you to have concerns about suicide or your teen's safety, talk to a doctor or a mental health professional trained to work with adolescents. Your teen's family doctor or pediatrician is a good place to start. Or your teen's school may recommend someone.

Depression symptoms likely won't get better on their own - and they may get worse or lead to other problems if untreated. Depressed teenagers may be at risk of suicide, even if signs and symptoms don't appear to be severe.

If you're a teen and you think you may be depressed - or you have a friend who may be depressed - don't wait to get help. Talk to a health care provider such as your doctor or school nurse. Share your concerns with a parent, a close friend, a spiritual leader, a teacher or someone else you trust.

Symptoms

Suicide is often associated with depression. If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

Also consider these options if you're having suicidal thoughts:

Call your mental health professional.

Contact a suicide hotline.

In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. The Spanish language phone line is 1-888-628-9454 (toll-free). Services are free and confidential.

Or contact a crisis service for teenagers in the U.S. called TXT 4 HELP: Text the word "safe" and your current location to 4HELP (44357) for immediate help, with the option for interactive texting.

Seek help from your primary care doctor or other health care provider.

Reach out to a close friend or loved one.

Contact a minister, spiritual leader or someone else in your faith community.

If a loved one or friend is in danger of attempting suicide or has made an attempt:

Make sure someone stays with that person.

Call 911 or your local emergency number immediately.

Or, if you can do so safely, take the person to the nearest hospital emergency room.

Never ignore comments or concerns about suicide. Always take action to get help.

Causes

It's not known exactly what causes depression, but a variety of issues may be involved. These include:

Brain chemistry. Neurotransmitters are naturally occurring brain chemicals that carry signals to other parts of your brain and body. When these chemicals are abnormal or impaired, the function of nerve receptors and nerve systems changes, leading to depression.

Hormones. Changes in the body's balance of hormones may be involved in causing or triggering depression.

Inherited traits. Depression is more common in people whose blood relatives - such as a parent or grandparent - also have the condition.

Early childhood trauma. Traumatic events during childhood, such as physical or emotional abuse, or loss of a parent, may cause changes in the brain that increase the risk of depression.

Learned patterns of negative thinking. Teen depression may be linked to learning to feel helpless - rather than learning to feel capable of finding solutions for life's challenges.

Risk factors

Many factors increase the risk of developing or triggering teen depression, including:

Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems

Having been the victim or witness of violence, such as physical or sexual abuse

Having other mental health conditions, such as bipolar disorder, an anxiety disorder, a personality disorder, anorexia or bulimia

Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)

Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma

Having certain personality traits, such as low self-esteem or being overly dependent, self-critical or pessimistic

Abusing alcohol, nicotine or other drugs

Being gay, lesbian, bisexual or transgender in an unsupportive environment

Family history and issues with family or others may also increase your teenager's risk of depression, such as:

Having a parent, grandparent or other blood relative with depression, bipolar disorder or alcohol use problems

Having a family member who died by suicide

Having a family with major communication and relationship problems

Having experienced recent stressful life events, such as parental divorce, parental military service or the death of a loved one

Complications

Untreated depression can result in emotional, behavioral and health problems that affect every area of your teenager's life. Complications related to teen depression may include, for example:

Alcohol and drug misuse

Academic problems

Family conflicts and relationship difficulties

Suicide attempts or suicide

Prevention

There's no sure way to prevent depression. However, these strategies may help. Encourage your teenager to:

Take steps to control stress, increase resilience and boost self-esteem to help handle issues when they arise

Practice self-care, for example by creating a healthy sleep routine and using electronics responsibly and in moderation

Reach out for friendship and social support, especially in times of crisis

Get treatment at the earliest sign of a problem to help prevent depression from worsening

Maintain ongoing treatment, if recommended, even after symptoms let up, to help prevent a relapse of depression symptoms

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This serious mental health problem affects how your teenager thinks, feels and behaves, and can cause emotional, functional and physical problems.

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Ages 13 to 14: 8.8%

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What is ADHD? | How common is ADHD? | Child ADHD statistics | Teen ADHD statistics | Adult ADHD statistics | ADHD in the classroom | ADHD treatment | Research

A restless, easily distracted child is more common than not, especially in the school-age range. However, when these actions interfere with his or her school work and result in frequent disciplinary action, parents might wonder if there's more to this behavior than kids just being kids. Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children in the U.S., as supported by the ADHD statistics in our guide below. Fortunately, there are multiple medications and types of behavioral therapy to help children and adults with ADHD.
RELATED: Is your child being misdiagnosed with ADHD?
What is ADHD?

"The earliest we can diagnose this disparity is 3 years old," Villarreal says. "However, [people with ADHD] also have a lack or don't as readily produce neurochemicals in the brain, specifically dopamine and norepinephrine. The former is responsible for attention, drive, and motivation. The latter, is responsible for creating calm, it's what's partially responsible for the [hyperactivity]."

How common is ADHD?

Worldwide surveys have demonstrated that the prevalence of ADHD is higher in higher-income countries. ( ADHD Attention Deficit and Hyperactivity Disorders, 2017)

The U.S. lifetime prevalence of ADHD among children is rising with the latest estimates at 11%. (National Institute of Mental Health, 2017)

An estimated 6.1 million American children aged 2-17 years old had ever received a diagnosis of ADHD, representing 9.4% of this total age-group nationwide as of 2016. (Journal of Clinical Child and Adolescent Psychology , 2018)

Boys are more than twice as likely than girls to have ever been diagnosed with ADHD. ( Journal of Clinical Child and Adolescent Psychology , 2018)

The worldwide prevalence of adult ADHD is estimated at 2.5%. (Royal College of Psychiatrists, 2009)

The U.S. lifetime prevalence of ADHD in adults aged 18 to 44 years of age is estimated to be 8.1%, with current prevalence estimated to be 4.4%. (National Institute of Mental Health, 2017)

ADHD statistics in children

( Journal of the American Academy of Child and Adolescent Psychiatry, 2014 & 2018)

ADHD statistics in teens

( Journal of the American Academy of Child and Adolescent Psychiatry, 2010)

ADHD statistics in adults

ADHD prevalence among adults was 4.4% in the U.S. as of 2001-2003, according to Harvard Medical School. However, the rate of ADHD in adults is likely underreported as 85% of children with ADHD will likely have the disorder as adults. Diagnostic criteria for ADHD were initially developed for children, and therefore, the diagnosis of ADHD among adults is growing four times faster than ADHD diagnoses among children in America ( JAMA Psychiatry, 2019) . The following figures represent the known estimated percentage of adults with ADHD per age group:

(Harvard Medical School, 2007)

In addition, some adults may go undiagnosed and therefore untreated because of co-occurring mental health conditions that mask the symptoms of ADHD. These include:

(Primary Care Companion to the Journal of Clinical Psychiatry, 2009)

ADHD in the classroom

"Sometimes children can interrupt or 'blurt out' answers often, which also impacts social interactions," Dr. Hammond explains. "At other times, some youth can have problems with self-control, leading to verbal or physical altercations with other students."

She says that each child's academic experience is different. "Some children struggle academically due to significant difficulties with attention and/or hyperactivity, whereas other students who have learned to cope with the ADHD symptoms may experience less academic disruptions," she says.

"Schools can accommodate children with ADHD with modifications in the classroom," says Dr. Hammond. "Some examples of modifications include, but are not limited to: taking additional breaks, assigned seating arrangement (e.g. sitting closer to the teacher), extended time on tests, quizzes, and assignments, as well as taking tests in a separate setting to reduce distractions."

The 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome identified that the majority of students with ADHD (69.3%) received one or more school services. Individualized education plans (IEP) and section 504 plans are two possible school services for students with special education requirements or needs ( Journal of Attention Disorders , 2018).

According to the Centers for Disease Control and Prevention (CDC), IEPs and 504 plans provide:

Extra time on tests

Assignments tailored to the child

Positive reinforcement

Technology-assisted tasks

Additional breaks

Changes to the classroom to limit distraction

Additional help with organization

Another study used data from this survey and found that children 4 to 17 years old with ADHD received one or more of the following behavioral treatments:

ADHD treatment statistics

Cognitive behavioral therapy (CBT) is a popular form of behavioral treatment for people, especially children, with ADHD. A professional therapist can teach children how to express their thoughts and feelings without being disruptive to others. Parents and teachers can also gain insight through CBT for learning how to reward positive behaviors.

As of 2016, 77% of children with ADHD aged 2 to 17 were receiving some form of treatment, with approximately one-third (32%) receiving both medication and behavioral treatment.

( Journal of Clinical Child and Adolescent Psychology , 2018)

ADHD research

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What is ADHD? | How common is ADHD? | Child ADHD statistics | Teen ADHD statistics | Adult ADHD statistics | ADHD in the classroom | ADHD treatment | Research A restless, easily distracted child is more common than not, especially in the school-age range.