# data[].attributes.attachment_link.title
How Can We Solve the College Student Mental Health Crisis? | Dr. Tim Bono | TEDxWUSTL

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Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

Schools can support students to develop:

social and emotional skills and capabilities that promote life-long mental health and wellbeing

skills to problem-solve and manage the normal stressors of life

healthy relationships and the ability to work cooperatively with others

a sense of autonomy and purpose.

The Schools Mental Health Menu is a list of endorsed programs, staff and resources across 3 tiers of support.

Tier 1 activities form a foundation for Tier 2 and Tier 3. Together, the tiers form layers of support for students. Tier 1 supports remain in place, and schools can add extra supports from Tier 2 and Tier 3 when greater needs are identified.

Tier 1: Universal interventions

Tier 1 Universal interventions help schools to create a positive, inclusive and supportive school climate, building the preconditions for optimal student learning, development and wellbeing. They are the initiatives and programs schools adopt that are good for all students.

Activities can be implemented at a school, year, or classroom level. They are usually delivered by school staff. Community organisations or agencies may be employed to deliver some activities.

Programs include:

adopting a whole school approach to mental health

social and emotional learning

wellbeing animal programs

eating disorders supports

alcohol and drug education

mental health literacy

bullying prevention

local community lead mental health intervention

peer support.

The Schools Mental Health Menu provides a comprehensive information about tier 1 activities (as well as tiers 2 and 3) available to schools.

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School's role in Tier 1 promoting mental health and wellbeing | Victorian Government

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Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

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A new approach to mental health in universities | Conrad Hogg | TEDxUWA

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Mental Health Awareness Month Infographic Video

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As adults, we all have diverse needs and different ways of coping with stressful situations. For children, it is the same. Some children will have dealt well with restrictions and school closures caused by the COVID-19 pandemic. For others, it is challenging to cope with all the changes and uncertainty. Some children will return to school having experienced some level of stress, anxiety, isolation and grief. Some may have experienced increased violence at home.

School teachers and personnel are critical in supporting children's transition back to in-person classroom learning, particularly after extended periods of school closure. In addition to continuing to use the different skills teachers have been using to ensure their students' learning and emotional well-being while schools were closed, the following suggestions might be helpful when schools reopen:

1. Listen to children's concerns

COVID-19 and school closures impacted many children and adolescents' mental health and well-being. As teachers, it is essential to listen to students' concerns and demonstrate understanding as well as empathy. Offer your students the opportunity to have a one-to-one conversation with you to reconnect and discuss any concerns that might have arisen when their school was closed. If a child shares anything that is particularly concerning, please follow the protection or child safeguarding systems in place.

2. Check how children are doing

Before teaching new academic content to students, teachers and school personnel should take time to check how children are doing. Remember that children may have difficulty concentrating at first or may need more time to get back into the routine of learning. Provide opportunities for children to take breaks, move around, and re-connect with their friends and peers.

3. Provide children with accurate information around COVID-19

As children return to school, they may have different thoughts and questions about COVID-19. Children want and need factual information. Use child-friendly and age-appropriate resources available in your country/region that is based on scientific evidence to respond to children's questions about COVID-19 accurately.

While it is important to acknowledge the scale of what is happening globally, make sure to emphasize all the efforts made and precautions taken to reduce risks in the school reopening plans. Do not forget to remind children of school safety protocols, including what to do in case there is a COVID-19 case detected in the classroom.

4. Seek suggestions from children on how to create a welcoming, safe and comfortable classroom

Engage children in making the classroom a welcoming, safe and comfortable space. When doing so, make sure to respect school safety procedures and use available material resources.

Children can provide suggestions; help decorate the walls of the classroom with colourful and welcoming messages and work in small groups so they can support each other to catch up on learning. Let them know that being supportive of each other will help them get through this together. Remember to praise children for their contributions and efforts. Teachers can foster feelings of safety and security by interacting and developing positive relationships with each student and using routines during the day to help children feel safe and secure.

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8 ways teachers can support students' mental health during COVID-19 school returns

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Transitioning back to in-person classroom learning during COVID-19

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https://journals.sagepub.com/doi/full/10.1177/00812463211012219

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The free Psych Hub library has over 100 easy to understand videos developed for every audience of any age or background. We cover topics ranging from depression, anxiety, sleep to suicide prevention and many more. Start watching today!

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The free Psych Hub library has over 100 easy to understand videos developed for every audience of any age or background. We cover topics ranging from depression, anxiety, sleep to suicide prevention and many more. Start watching today!

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https://www.edutopia.org/article/focusing-student-well-being-times-crisis

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Focusing on Student Well-Being in Times of Crisis

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One teacher recommends supporting student safety through three Cs: communication, consistency, and control.

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If you have, or believe you may have, a mental health problem, it is helpful to talk about these issues with others. Learn more about building a strong support system and developing a recovery plan.

Mental health problems don't only affect adults. Children, teens and young adults can have mental health problems, too.

It can be hard to talk to your child or dependent about mental health problems. Get tips for starting the conversation.

Anyone can experience mental health problems. Friends and family members can make all the difference in a person's recovery process. Learn how to support your friends and loved ones with mental health problems.

Educators are often the first to notice mental health problems. Find out about mental health problems, what you can do, and how to develop effective strategies to meet the mental health needs of your students.

Many people may turn to faith and community leaders when facing mental health problems or traumatic events,? before they turn to a health care professional. Learn how to support mental health in your community.

Find tools and resources to help you get involved and build awareness of mental health problems in your community.

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If you have, or believe you may have, a mental health problem, it is helpful to talk about these issues with others. Learn more about building a strong support system and developing a recovery plan. Mental health problems don't only affect adults. Children, teens and young adults can have mental health problems, too.

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Mental Health and Wellbeing Guide for Managers - Checking In During COVID-19

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STUDENTS’ WELL-BEING, COPING, ACADEMIC SUCCESS, AND SCHOOL CLIMAT...: Ingenta Connect

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This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students’ coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students
from 65 Estonian schools. The proj…

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[BSED - ENGLISH] Resources on Student Wellbeing and Mental Health

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The Five Ways to Wellbeing - boosting mental wellbeing

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5 Steps to Mental Health and Wellbeing: A Framework for Schools and Colleges

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This paper reviews the literature on the changing mental health needs of today's college students and the challenges posed by both the growing number of students with serious psychological problems on campus and the increase in the number of students seeking counseling. The implications of student mental health problems for students, faculty, staff, and the institution are discussed, as well as some strategies for responding to the surge in mental health needs on college campuses.

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The Mental Health Needs of Today's College Students: Challenges and Recommendations

# data[].attributes.attachment_link.description
This paper reviews the literature on the changing mental health needs of today's college students and the challenges posed by both the growing number of students with serious psychological problems on campus and the increase in the number of students seeking counseling.

# data[].attributes.attachment_link.title
Mental Health and Well-Being in Middle & Late Adolescence - Personal Development for Senior High

# data[].attributes.attachment_link.title
College Students: Mental Health Problems and Treatment Considerations - Academic Psychiatry

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Attending college can be a stressful time for many students. In addition to coping with academic pressure, some students have to deal with the stressful tasks of separation and individuation from their family of origin while some may have to attend to numerous work and family responsibilities. In th…

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Enhancing Student Wellbeing for Learning

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This page provides information for whole-of-university issues in promoting student wellbeing. It includes:

A framework for developing a whole-of-university approach (the full framework can be downloaded here ).

A podcast discussion of university-related issues, drawing on academics, higher education experts, and students' experiences; as well as an interview with higher education experts.

Links to other useful whole-of-institution frameworks and policies in other contexts that have guided the development of our own framework.

Professor Raoul Mulder interviews Professor Glen Bates (Swinburne) and Mr Matt Brett (La Trobe) about whole-of-university issues.

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Framework for Enhancing Student Mental Wellbeing

# data[].attributes.attachment_link.description
This page provides information for whole-of-university issues in promoting student wellbeing. It includes: A framework for developing a whole-of-university approach (the full framework can be downloaded here). A podcast discussion of university-related issues, drawing on academics, higher education experts, and students' experiences; as well as an interview with

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Building Better Mental Health - HelpGuide.org

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Want to feel better? These self-help strategies and tips will help you boost mood, build resilience, and strengthen your mental health.

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Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.

Over the course of your life, if you experience mental health problems, your thinking, mood, and behavior could be affected. Many factors contribute to mental health problems, including:

Biological factors, such as genes or brain chemistry

Life experiences, such as trauma or abuse

Family history of mental health problems

Mental health problems are common but help is available. People with mental health problems can get better and many recover completely.

Early Warning Signs

Not sure if you or someone you know is living with mental health problems? Experiencing one or more of the following feelings or behaviors can be an early warning sign of a problem:

Eating or sleeping too much or too little

Pulling away from people and usual activities

Having low or no energy

Feeling numb or like nothing matters

Having unexplained aches and pains

Feeling helpless or hopeless

Smoking, drinking, or using drugs more than usual

Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared

Yelling or fighting with family and friends

Experiencing severe mood swings that cause problems in relationships

Having persistent thoughts and memories you can't get out of your head

Hearing voices or believing things that are not true

Thinking of harming yourself or others

Inability to perform daily tasks like taking care of your kids or getting to work or school

Learn more about specific mental health problems and where to find help.

Mental Health and Wellness

Positive mental health allows people to:

Realize their full potential

Cope with the stresses of life

Work productively

Make meaningful contributions to their communities

Ways to maintain positive mental health include:

Getting professional help if you need it

Connecting with others

Staying positive

Getting physically active

Helping others

Getting enough sleep

Developing coping skills

Learn More About Mental Health

# data[].attributes.attachment_link.description
Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.

# data[].attributes.attachment_link.readable_text
Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

Schools can support students to develop:

social and emotional skills and capabilities that promote life-long mental health and wellbeing

skills to problem-solve and manage the normal stressors of life

healthy relationships and the ability to work cooperatively with others

a sense of autonomy and purpose.

The Schools Mental Health Menu is a list of endorsed programs, staff and resources across 3 tiers of support.

Tier 1 activities form a foundation for Tier 2 and Tier 3. Together, the tiers form layers of support for students. Tier 1 supports remain in place, and schools can add extra supports from Tier 2 and Tier 3 when greater needs are identified.

Tier 1: Universal interventions

Tier 1 Universal interventions help schools to create a positive, inclusive and supportive school climate, building the preconditions for optimal student learning, development and wellbeing. They are the initiatives and programs schools adopt that are good for all students.

Activities can be implemented at a school, year, or classroom level. They are usually delivered by school staff. Community organisations or agencies may be employed to deliver some activities.

Programs include:

adopting a whole school approach to mental health

social and emotional learning

wellbeing animal programs

eating disorders supports

alcohol and drug education

mental health literacy

bullying prevention

local community lead mental health intervention

peer support.

The Schools Mental Health Menu provides a comprehensive information about tier 1 activities (as well as tiers 2 and 3) available to schools.

# data[].attributes.attachment_link.title
School's role in Tier 1 promoting mental health and wellbeing | Victorian Government

# data[].attributes.attachment_link.description
Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

# data[].attributes.attachment_link.readable_text
Grace Zurielle C. Malolos, 1 ,* Maria Beatriz C. Baron, 1 Faith Ann J. Apat, 2 Hannah Andrea A. Sagsagat, 3 Pamela Bianca M. Pasco, 1 Emma Teresa Carmela L. Aportadera, 4 Roland Joseph D. Tan, 1 , 5 Angelica Joyce Gacutno-Evardone, 6 and Don Eliseo Lucero-Prisno III 7 , 8

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has subjected the mental health and well-being of Filipino children under drastic conditions. While children are more vulnerable to these detriments, there remains the absence of unified and comprehensive strategies in mitigating the deterioration of the mental health of Filipino children. Existing interventions focus on more general solutions that fail to acknowledge the circumstances that a Filipino child is subjected under. Moreover, these strategies also fail to address the multilayered issues faced by a lower-middle-income country, such as the Philippines. As the mental well-being of Filipino children continues to be neglected, a subsequent and enduring mental health epidemic can only be expected for years to come.

Keywords: Mental Health, Philippines, COVID-19, Psychology, Child, Child care, Health services, Social problems

Introduction

The Philippine Development Plan for 2017-2023 highlights that children are among the most vulnerable population groups in society, including them in strategies for risk reduction and adaptive capacity strengthening.1 Approximately 40% of the total Philippine population is comprised of Filipinos below 18 years of age.2 Despite having a large portion of the Philippine population declared as vulnerable, concerning issues involving them still persist and remain unaddressed.

Among Filipino children aged 5 to 15, 10% to 15% are affected by mental health problems.3 According to the World Health Organization (WHO), 16.8% of Filipino students aged 13 to 17 have attempted suicide at least once within a year before the 2015 Global School-based Student Health survey.4 This is just one of the many indicators showing the state of mental health of these children. These statistics involving children's mental health are concerning as childhood is a crucial period where most mental health disorders begin. Efforts should be made to identify these issues early for proper treatment in prevention of negative health and social outcomes.4 Childhood mental and developmental disorders also frequently persist into adulthood, making it more likely for them to have compromised growth with greater need for medical and disability services and higher risk of getting involved with law enforcement agencies.5 In this context, the COVID-19 pandemic threatens to worsen these numbers, affecting the delivery of the Philippines' health care services, including those for children's mental health.

Since the beginning of the pandemic, children have been subjected to multiple threats to their mental health. Adding insult to injury, several concurrent factors in the Philippine society exacerbate this. While these are experiences shared by all people regardless of age, impediments to emotional and social development are greater in children than in adults.6 They may also be more vulnerable to developing mental health issues such as depression and anxiety.7 Together with these circumstances and the weakened health care system, children's vulnerability towards mental health problems may be worsened by the pandemic, leading to more new cases and exacerbating existing ones.2

Status of mental health system for children in the Philippines

According to the National Statistics Office (NSO), mental health illnesses rank as the third most common form of morbidity among Filipinos.8 In the assessment conducted on the Philippine mental health system, a prevalence of 16% of mental disorders among children was reported.9 With this alarming number of cases, it is surprising to see how the Philippines is currently responding to this problem. To date, there are only five government hospitals with psychiatric facilities for children, 84 general hospitals with psychiatric units, and 46 outpatient facilities from which there are only 11 that are designated for children and adolescents. Additionally, there are only 60 child psychiatrists practicing in the Philippines, with the majority of them practicing in urban areas such as the National Capital Region. Hence, children with mental health problems who are in rural areas have less access to such services.10

As the pandemic continues, combined with the menace of the typhoon season, thousands of children are placed in a situation where the future is uncertain. A local study showed that youth age and students are among those with significant association to a greater psychological impact due to the pandemic.11 In addition, UNICEF also reports that children nowadays face a trifecta of threats which include direct consequences of the disease itself, interruption in essential services, and increasing poverty and inequality. All of these can lead to higher incidences of stress, anxiety, and depression.12

General mental health implications of COVID-19 on Filipino children

The fear and anxiety of contracting the virus, the suspension of physical classes, the disruption of regular daily routine, and the decrease of social support from school peers collectively add burden to the mental well-being of children.7,13 The shift to online classes increases the burden on the mental well-being of children. Excessive use of these technologies has been associated with developmental delays and has resulted in sleep schedule disruptions.14 This situation is aggravated by the strict implementation of the confinement of children at home. Children living with preexisting mental health concerns,13 and living in cramped households and communities face worse circumstances.

Militarization of the Philippine COVID-19 response

Aside from being regarded as one of the countries with the longest lockdown, the Philippines has also been called out by the United Nations for employing a highly militaristic approach in response to the COVID-19 pandemic.15Militarization may come across as threatening, because it implies a potential for violence.16 Furthermore, few studies abroad have reported that children and adolescents may tend to view police forces as punitive figures whom they fear.17,18 While these qualitative studies were conducted long before the current health crisis began, it may be possible for increased military presence in communities to exacerbate the fears already emanating from the pandemic itself; this can negatively impact a child's psychological development.4 Still, local evidence to confirm these associations, especially in the context of the pandemic, is lacking. Many studies have already documented the impact of lockdown on children, but none of them have looked into how the strategies for implementation may also be contributory to their mental health or well-being.

Typhoons and the mental health of Filipino children

The Philippines has been hit by 22 tropical typhoons during the COVID-19 pandemic, leaving thousands of families homeless.19 Children who are already frightened of COVID-19 and previous tropical storms have had to relive their experience with each new typhoon that came. In addition, children in crowded evacuation centers are at increased risk of contracting diseases and experiencing gender-based violence.20 Given how past typhoons of similar strength and destruction have caused lasting adverse mental health effects on children,21 the same or even worse, may be expected as a result of the more recent calamities. Super typhoons Goni and Vamco have caused further disruptions in schooling and livelihood, therefore leaving more children vulnerable to the effects of the pandemic. Those who have been forced to seek refuge in evacuation centers are at an increased risk of acquiring COVID-19, among other diseases.20

Child Labor and Abuse in the Time of COVID-19

The COVID-19 crisis caused an unprecedented reduction in economic activity and working time, thus increasing poverty. Fewer employment opportunities and lower wages drive exploitative work. Further suppression of wages induces child labor. There may be deliberate recruitment of children to cut costs and boost earnings.22

In addition to the threats of child labor, a study entitled The Hidden Impact of COVID-19 on Children reported that violence occurred in nearly one-third (32%) of households. Lesser household incomes were associated with more reports of violence towards children.23 According to UNICEF, the Philippine government saw a 260% increase in online child abuse reports from March-May. Many victims are first abused by their parents, who livestream sexual violence for predators in wealthy Western nations. This occurrence resulted from job and income loss and more time spent at home due to strict quarantine measures. The abuse in children occurs at an average of 2 years before being rescued.24

Strategies Addressing the mental health implications of COVID-19 on Filipino children

Numerous strategies have been utilized to address the mental health impacts of COVID-19 on Filipinos. With the mental health implications predicted at the beginning of the pandemic, the Psychological Association of the Philippines has compiled a list of free telemedicine consultations. As of August 24, the Philippine Red Cross has also established a COVID-19 hotline with 9790 helpline volunteers to address mental health and other similar concerns. The Department of Health has also conducted nationwide campaigns in observance of the National Mental Health Week.25

Albeit present, these interventions are limited to the general population, and strategies specific to addressing the mental health situation of children remain scarce and staggered. Compounding factors of classifying among the lower- to middle-income countries of militarization, natural disasters, and child labor and abuse have yet to be considered. In addition, it is also important to consider that happiness, with its multifactorial nature, is a vital component of an individual's overall wellbeing.26

Conclusion

The already-challenged state of mental well-being of Filipino children has been worsened by the pandemic and the lack of good mental health policies by the government. While there is increasing awareness for mental health, children-centered interventions remain deficient. Approaches must integrate commonly-known mental health effects on children with existing and anticipated Philippine societal issues. Without doing so, it may be expected that as the COVID-19 pandemic is mitigated, a mental health epidemic will replace it.

Competing interests

The authors have no conflicts of interest.

Ethical approval

Not applicable.

Authors' contributions

GZCM and DELP were involved in the conception of the paper. GZCM led the writing of the manuscript and acted as corresponding author. GZCM, MBCB, FAJA, HAAS, PBMB, ETCA and RJDT wrote sections of the manuscript. AJGE and DELP reviewed and edited the initial draft of the manuscript prior to submission. All authors have reviewed and agreed to the final version of the paper.

References

4. Golberstein E, Wen H, Miller BF. Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA Pediatr. 2020;174(9):819-20. doi: 10.1001/jamapediatrics.2020.1456. [[ PubMed] [ CrossRef] Google Scholar]

5. Scott JG, Mihalopoulos C, Erskine HE, Roberts J, Rahman A. Childhood mental and developmental disorders. In: Patel V, Chisholm D, Dua T, Laxminarayan R, Medina-Mora ME, eds. Mental, Neurological, and Substance Use Disorders: Disease Control Priorities. 3rd ed. Vol 4. Washington, DC: The International Bank for Reconstruction and Development, The World Bank; 2016. 10.1596/978-1-4648-0426-7_ch8 [ PubMed] [ CrossRef]

14. Hageman JR. Children's and families' behavioral and mental health during COVID-19. Pediatr Ann. 2020;49(10):e405-e6. doi: 10.3928/19382359-20200922-05. [[ PubMed] [ CrossRef] Google Scholar]

16. Lieblich E, Shinar A. The case against police militarization. Mich J Race Law. 2018;23(1-2):105-3. [ Google Scholar]

17. Powell MB, Skouteris H, Murfett R. Children's perceptions of the role of police: a qualitative study. Int J Police Sci Manag. 2008;10(4):464-73. doi: 10.1350/ijps.2008.10.4.099. [[ CrossRef] Google Scholar]

18. Beckett H, Warrington C, Ackerley E, Allnock D. Children and Young People's Perspectives on the Police's Role in Safeguarding: A Report for Her Majesty's Inspectorate of Constabularies. England: University of Bedfordshire; 2015.

19. Rocha ICN, Dos Santos Costa AC, Islam Z, Jain S, Goyal S, Mohanan P, et al. Typhoons during the COVID-19 pandemic in the Philippines: impact of a double crises on mental health. Disaster Med Public Health Prep. 2021:1-4. 10.1017/dmp.2021.140 [ PMC free article] [ PubMed] [ CrossRef]

21. Horiguchi H, Nakazawa M. Long-Lasting Effects of the 2013 Yolanda Typhoon on Overall Health of Mothers and Children. Disaster Med Public Health Prep. 2020:1-8. 10.1017/dmp.2020.40 [ PubMed] [ CrossRef]

26. Heizomi H, Allahverdipour H, Asghari Jafarabadi M, Safaian A. Happiness and its relation to psychological well-being of adolescents. Asian J Psychiatr. 2015;16:55-60. doi: 10.1016/j.ajp.2015.05.037. [[ PubMed] [ CrossRef] Google Scholar]

Articles from Health Promotion Perspectives are provided here courtesy of Tabriz University of Medical Sciences

# data[].attributes.attachment_link.title
Mental health and well-being of children in the Philippine setting during the COVID-19 pandemic

# data[].attributes.attachment_link.description
The coronavirus disease 2019 (COVID-19) pandemic has subjected the mental health and well-being of Filipino children under drastic conditions. While children are more vulnerable to these detriments, there remains the absence of unified and comprehensive ...

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At this uncertain and difficult time for many families it is really important to look after your wellbeing and your families' wellbeing. As well as practising general self-care strategies (such as eating a healthy diet, regularly exercising, getting good quality sleep, practising relaxation and mindfulness, trying to find some things you can enjoy and maintaining social connections etc) we have put together a list of resources that may be helpful in giving you some ideas and suggestions to help you to care of yourself and the people you love.

It is important to be aware that the current situation is rapidly changing and therefore some documents may not contain the most up-to-date advice. As always, please refer to https://www.vic.gov.au/coronavirus for the most up-to-date advice and recommendations.

As this resource is a community resource please feel free to let us know if you would like any other articles or sources of support included.

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At this uncertain and difficult time for many families it is really important to look after your wellbeing and your families' wellbeing.

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Coronavirus alters college life as schools move online to stay afloat - BusinessWorld Online

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HANNAH ANGELA E. NERI is studying to become a nurse and wants to be on the frontlines of a future pandemic.

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Mental health disorders affect an estimated 22% of American adults each year. Here you'll find in-depth mental health information including care, and various mental health conditions.

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Spotlight on COVID: Student mental health and wellbeing

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Find out what you can do to look after your physical and mental health.

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Understanding mental health and wellbeing | Everymind

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Being mentally healthy and living well is important to every single one of us. It’s about enjoying life and being able to cope with stresses.

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Supporting your child's mental health and well-being during lockdown

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Mental health has become the subject of open, honest discussion in higher education and beyond. Fallout from the pandemic thrust mental health into an even broader, brighter spotlight, exposing long-standing sources of stress, anxiety, and depression and creating new ones. Mental health is integral to one's ability to succeed academically, and colleges and universities must work to expose the sources and consequences of mental health disorders and find ways to address them.

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Mental health has become the subject of open, honest discussion in higher education and beyond. Fallout from the pandemic thrust mental health into an even broader, brighter spotlight, exposing long-standing sources of stress, anxiety, and depression and creating new ones.

# data[].attributes.attachment_link.readable_text
In today's competitive academic environment, being a student can be stressful. But managing the many responsibilities of school while struggling with a mental health issue can be even more challenging. According to the National Institute of Mental Health, an estimated 1 in 5 adults in the United States are diagnosed with some form of mental illness. Yet the stigma attached to mental illness prevents many from seeking the appropriate treatment, raising the need for increased awareness about mental health resources for students.

Common Mental Health Issues and Resources for Students

The following are several common mental health issues that students face along with some helpful resources.

Depression

An estimated 300 million people are affected by depression globally. This condition is commonly characterized by sadness, a loss of interest and enjoyment in everyday activities, feelings of low self-worth, and poor concentration, among other symptoms. Depression is often recurrent or chronic and can manifest through physical stress on the body in various ways.
Key Facts About Mental Disorders Rising Teen Depression Depression in Children Ages 6-12 What to Know About Childhood Depression Tips for Parents on Coping with a Child's Depression Diagnosis
Anxiety

While there are many types and manifestations of anxiety, the most commonly diagnosed condition is generalized anxiety disorder (GAD). People with GAD experience excessive worry and stress on more days than not for a period of at least six months. The anxiety can occur in relation to a variety of activities or events, and even simply in anticipation of situations. Common symptoms are physical discomfort, fatigue, difficulty concentrating, irritability, and trouble sleeping.
Childhood Anxiety Treating Anxiety in Children 6 Types of Anxiety in Children What Signs of Childhood Anxiety Should Parents Look For? Cognitive Behavioral Therapy for Anxiety
Panic Disorder

Students with panic disorder are most commonly affected by periodic apprehension or panic attacks, which can present in a variety of ways in the body. The disorder affects about 6 million adults, or 2.7% of the U.S. population, and is twice as likely to affect women as men. Panic disorder can cause students to avoid social situations, as well as other situations (school, work, public speaking, romantic relationships), for fear of having attacks.
Panic Attacks In Children: Types, Symptoms, And Remedies Home Management Strategies for Panic Disorder Effect of Childhood Trauma and Panic Disorder
Obsessive Compulsive Disorder (OCD)

OCD can manifest in obsessions or compulsions. Obsessions are unwanted thoughts that dominate the mind; they often originate in the mind and are not caused by an external situation. A compulsion is the inability to resist doing something. OCD affects 2.2 million adults, or 1% of the U.S. population, and typically begins at a young age.
4 Things Parents Get Wrong About OCD (Podcast) Guide to Helping Your Child with OCD (PDF) Childhood OCD: The Invisible Disorder How OCD Differs in Children and Adults Childhood Moral OCD
Post-traumatic Stress Disorder

Post-traumatic stress disorder (PTSD) affects about 3.5% of the U.S. population. People exposed to various situations are at risk for PTSD, including survivors of: childhood sexual and emotional abuse; war, violence, and torture; and accidents and disasters. It can commonly affect people who have experienced life-threatening illnesses and traumatic childbirth, as well as members of the military and first responders.
Psychotherapies and PTSD PTSD in Ages 6 and Under PTSD from Domestic Violence and Childhood Abuse PTSD and Suicidal Tendencies in Kids
Social Anxiety Disorder

Social anxiety disorder (SAD) causes significant fear in social situations, which often results in distress and the inability to function. SAD is often associated with a fear of being embarrassed or judged by peers and various insecurities. Typically, SAD begins during adolescence and often goes untreated because it isn't as widely recognized as other common psychological disabilities.
How to Help Kids with Social Anxiety Social Anxiety at Preschool Age Signs of Social Anxiety Disorder Parenting with Social Anxiety
Phobias

A phobia is defined as an extreme and persistent fear of a specific object or situation that is out of proportion to the actual danger or threat. Phobias affect nearly 10% of the U.S. population, and typically symptoms begin during childhood. Phobias can be related to a variety of real and theoretical situations but are usually grouped into several subtypes, including animal, natural environment, and situational.
Specific Phobias Age-by-Age Guide to Phobias for Kids The Ultimate List of Phobias and Fears Normal Childhood Fears
Bipolar Disorder

People affected by bipolar disorder experience periods of mania and depression. When manic, they may feel anxious, possibly more capable of achieving realistic or unrealistic things, or a decreased need to sleep. When depressed, they experience typical symptoms of depression but may experience it at a level that affects their personal and professional relationships and responsibilities in a more serious way. Bipolar disorder causes extreme swings between these moods or states of being.
Signs and Symptoms of Bipolar Disorder Early Onset Bipolar FAQ Reducing the Stigma of Bipolar Disorder
Substance Abuse Disorder

Substance abuse disorder is characterized as a disease that causes an individual to become unable to control their use of drugs or alcohol, despite it making them sick or causing them harm. People develop a tolerance to drugs and alcohol when under the frequent influence of them and begin using higher doses or amounts of it to feel well.
Drug Adduction (substance use disorder) The 10 Most Common Signs of Drug Use and Addiction Treatments for Substance Abuse Disorders
Hotlines for Students in Need

Identifying the Root Cause to Help Create Effective Solutions.

Many students often struggle with social and emotional issues during their coming-of-age years, as well as into adulthood. Although some instances may be attributed to heredity and genes, many others are caused by external factors that serve to compound and worsen the fragility of individuals whose emotional well-being may already be compromised.

Identifying some of these pressure points can help families, educators, and mental health professionals approach their treatment options from a mindful perspective. Many of these agitators include:

Bullying (both online and real-world)

Weight concerns

Sexual assault or intimidation

Physical/emotional abuse

COVID-19 isolation

Racial injustice and profiling

Gender dysphoria

Peer pressure

For those looking to provide frontline treatment to individuals most in need, Maryville University offers an online Psychiatric Mental Health Nurse Practitioner program. Under the guidance of expert faculty, students learn ways to provide effective treatment that considers each patient's unique history, addresses their current needs, and provides long-term solutions for their overall health and well-being.

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Mental Health Resources for Students and Educators | Maryville Online

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According to the National Institute of Mental Health, an estimated 1 in 6 people in the United States are diagnosed with some form of mental illness. While awareness about mental illness continues to rise, society has a long way to go to reduce the stigma, requiring increased resources for student mental health.

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Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students' health and well-being contribute to their ability to learn in all disciplines, and that learning in turn contributes to their overall well-being.

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How can I support student well-being? – Flex Teaching

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Duke instructors are known for their concern for students. We encourage instructors to reflect on not only the stressors faced by their students now and how to mitigate their impact on student learning, but also how instructors can practice self-care to maintain their own well-being as they continue…

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Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act, and helps determine how we handle stress, relate to others, and make choices.

Mental health is important at every stage of life, from childhood and adolescence through adulthood. Over the course of your life, if you experience mental health problems, your thinking, mood, and behavior could be affected.

Mental Health Conditions

Mental illnesses are disorders, ranging from mild to severe, that affect a person's thinking, mood, and/or behavior. According to the National Institute of Mental Health, nearly one-in-five adults live with a mental illness.

Many factors contribute to mental health conditions, including:

Biological factors, such as genes or brain chemistry

Life experiences, such as trauma or abuse

Family history of mental health problems

Some mental health topics include:

A Serious Mental Illness (SMI) is a mental illness that interferes with a person's life and ability to function. Despite common misperceptions, having an SMI is not a choice, a weakness, or a character flaw. It is not something that just "passes" or can be "snapped out of" with willpower.

View SAMHSA's Public Message about Serious Mental Illnesses.

Early Warning Signs & Symptoms

Not sure if you or someone you know is living with mental health problems? Experiencing one or more of the following feelings or behaviors can be an early warning sign of a problem:

Eating or sleeping too much or too little

Pulling away from people and usual activities

Having low or no energy

Feeling numb or like nothing matters

Having unexplained aches and pains

Feeling helpless or hopeless

Smoking, drinking, or using drugs more than usual

Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared

Yelling or fighting with family and friends

Experiencing severe mood swings that cause problems in relationships

Having persistent thoughts and memories you can't get out of your head

Hearing voices or believing things that are not true

Thinking of harming yourself or others

Inability to perform daily tasks like taking care of your kids or getting to work or school

Do you think someone you know may have a mental health problem? Talking about mental health can be difficult. Learn about common mental health myths and facts and read about ways to help you get the conversation started.

Tips for Living Well with a Mental Health Condition

Having a mental health condition can make it a struggle to work, keep up with school, stick to a regular schedule, have healthy relationships, socialize, maintain hygiene, and more.

However, with early and consistent treatment-often a combination of medication and psychotherapy-it is possible to manage these conditions, overcome challenges, and lead a meaningful, productive life.

Today, there are new tools, evidence-based treatments, and social support systems that help people feel better and pursue their goals. Some of these tips, tools and strategies include:

Stick to a treatment plan. Even if you feel better, don't stop going to therapy or taking medication without a doctor's guidance. Work with a doctor to safely adjust doses or medication if needed to continue a treatment plan.

Keep your primary care physician updated. Primary care physicians are an important part of long-term management, even if you also see a psychiatrist.

Learn about the condition. Being educated can help you stick to your treatment plan. Education can also help your loved ones be more supportive and compassionate.

Practice good self-care. Control stress with activities such as meditation or tai-chi; eat healthy and exercise; and get enough sleep.

Reach out to family and friends. Maintaining relationships with others is important. In times of crisis or rough spells, reach out to them for support and help.

Develop coping skills. Establishing healthy coping skills can help people deal with stress easier.

Get enough sleep. Good sleep improves your brain performance, mood and overall health. Consistently poor sleep is associated with anxiety, depression, and other mental health conditions.

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Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act, and helps determine how we handle stress, relate to others, and make choices.

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BetterHelp - Help us match the right therapist for you

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BetterHelp offers private, affordable online counseling when you need it from licensed, board-accredited therapists. Get help, you deserve to be happy!

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The theme of Mental Health Awareness Week 2023 was anxiety.

Anxiety is a normal emotion in us all, but sometimes it can get out of control and become a mental health problem.

Lots of things can lead to feelings of anxiety, including exam pressures, relationships, starting a new job (or losing one) or other big life events. We can also get anxious when it comes to things to do with money and not being able to meet our basic needs, like heating our home or buying food. But anxiety can be made easier to manage.

Focusing on anxiety for this year's Mental Health Awareness Week will increase people's awareness and understanding of anxiety by providing information on the things that can help prevent it from becoming a problem. At the same time, we are keeping up the pressure to demand change - making sure that improving mental health is a key priority for the government and society as a whole.

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The Mental Health Foundation is the home of Mental Health Awareness Week. Mental Health Awareness Week 2024 is taking place 13 to 19 May. Mental Health Awareness Week is an annual event where there is an opportunity for the whole of the UK to focus on achieving good mental health.

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Focusing on Student Well-Being in Times of Crisis

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One teacher recommends supporting student safety through three Cs: communication, consistency, and control.

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Mental health: Definition, common disorders, early signs, and more

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Mental health refers to cognitive, behavioral, and emotional well-being. We define mental health, explain different disorders, and assess potential treatments.

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https://www.education.vic.gov.au/school/teachers/health/mentalhealth/Pages/promoting-mental-health.aspx

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student well being and mental health - Search

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Wellbeing and resilience are important in preventing the onset of mental health problems as well as potentially lessening the severity of existing mental health problems. Wellbeing and resilience are vital to developing efficient problem-solving skills, building and maintaining interpersonal relationships and realistic goal setting, all of which greatly enhance an individual's ability to perform and contribute meaningfully in daily life.

What is wellbeing and resilience?

Good health is about more than just the absence of sickness. Focusing on wellbeing and building resiliency is important in establishing a holistic approach to health, addressing both physical and psychological states.

The World Health Organisation defines wellbeing as "the state in which an individual realises his or her own abilities, can cope with normal stresses of life, can work productively, and is able to make a contribution to his or her own community". Wellbeing involves having positive self image and esteem.

Resilience, which is directly related to wellbeing, is about having the ability to cope with and adapt to new situations. Having a sense of resilience and positive wellbeing enables a person to approach other people and situations with confidence and optimism, which is especially important for young people given the enormous changes that occur with the transition into adolescence and adulthood.
Signs of resilience and wellbeing:

confidence to approach new situations and approach new people

realistic optimism

avoiding constant self-blame

ability to set goals

positive self image and self esteem.

How can students focus on wellbeing and resilience?

In a practical sense developing and improving on setting realistic and achievable goals, problem solving and social skills all contribute to wellbeing and resiliency. Other important skills include identifying and becoming aware of one's own strengths and weaknesses.

1. Setting realistic, achievable and measurable goals is a great way to promote self-efficacy. Setting goals should be motivating. One way to increase motivation (and minimise feeling pressure or 'failure') is to set sub-goals, smaller and achievable related targets.

2. Understanding and avoiding negative self-talk as well as actively practicing positive self-talk, is an important tool for building self-esteem. Self-talk, which is essentially internal reflections on personal ability and/or image, can greatly influence self esteem and perceptions about personal ability.

3. Developing and focusing on interpersonal skills, especially learning how to engage with people from different backgrounds, is a valuable tool for young people that will enhance self esteem and ability to maintain personal and fulfilling relationships.

What can teachers do?

create safe and supportive learning environments

provide consistent guidelines for behaviour

model appropriate responses and behaviours

provide opportunities for goal setting, success, failure and reflection.

ReachOut.com resources on wellbeing and resilience

How to help

Talk to young people about their mental health in terms of building strength and resilience.

Suggest self-awareness and resilience strategies, such as mindfulness meditation. Try the Smiling Mind app.

Recommend ReachOut.com content on resilience and wellbeing.

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Wellbeing and resilience are important in potentially preventing the onset of and lessening the severity of existing mental health problems.

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4 Reasons Why Schools Should Prioritize Student Well-Being | Orah Blog

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Adopting a framework where student well-being is a fundamental component benefits students, and teachers, especially now amidst the COVID pandemic. Teaching resilience and prioritizing well-being has an impact on learning and behavior.

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https://www.education.vic.gov.au/Documents/school/teachers/health/mentalhealth/quick-guide-to-student-mental-health-and-wellbeing-resources.pdf

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Spotlight on COVID: Student mental health and wellbeing

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Teaching Resources | Student Wellbeing Hub

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Immerse yourself in a broad array of primary and secondary teaching resources for students’ wellbeing.

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BRAVE Online | Online help for worried kids