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Recognizing Anxiety and Depression Symptoms

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Recognizing Anxiety and Depression Symptoms

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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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What Kids and Students with Anxiety Need Teachers to Know

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What Kids and Students with Anxiety Need Teachers to Know

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All kids have greatness in them, and like any of us, they will all need their own combination of 'the right things' to flourish - the right people, the right environment, the right motivation, the right encouragement. The right support will make magic happen. It will light a vibrant, glowing spark that will open the world up to them, and them up to the world.

As they grow, there will be things that get in their way. These will also be the same things that will teach them resilience, strength, courage, and the lessons that will breathe life into the remarkable potential that is in them. Anxiety can be a big one of these.

Anxiety is so common, and in any classroom it's very likely that there will be a number of children who will feel its heavy hand. Anxiety loves anything unfamiliar, or any situation that comes with any potential for embarrassment, failure, humiliation, or shame. These are the twists that can skittle even the strongest of us, and the classroom is ripe for all of them.

Outside of anxiety, it's easy enough to believe that whatever happens, we'll be okay, and if we're not okay then we'll cope with that too. When anxiety shows up, it runs a relentless and persuasive argument that every situation is a risky one - and embarrassment, failure, humiliation and shame all count as risk. Anxiety isn't always rational but it's real, and very persuasive.

None of us can 'go it alone' and we all need the right support from the right people at the right time to discover the remarkable, fiercely capable, and sometimes wonderfully surprising parts of ourselves. That support will look different for everyone. Teachers play an enormously important role, and can make a long-lasting and profoundly positive difference in the life of any child. There will be few other adults outside of a child's family, who will have so much influence in nurturing children towards the extraordinary humans they are all capable of becoming. It's not easy though! All kids are different and what works brilliantly for one might be disastrous for another. Teachers do an amazing job, and the more information you are able to give them about your child, the more they will be able to work towards providing just the right environment to help your child or teen flourish.

If we could ask kids and teens with anxiety what they need in the classroom to help them be the best they can be, here are some things they might say. Not everything on the list will be important to every child, but sometimes even the smallest tweaks can go a long way to helping kids and teens with anxiety find the very best version of themselves. When any child is given the opportunity to explore and unfold their potential, it will shine a little more light into the world for all of us.

1. The reason I don't put my hand up isn't always what you think ...

I wish you were able to see how many times I have the answer or something interesting to say, just perched on the edge of my lips, but then the thought of saying the wrong thing or looking silly, becomes bigger than the need to contribute. I wish it wasn't like this - I'd love you to hear what I have to say - but for now, it's just how it is. When I try to talk myself out of the fear, my anxiety lumbers in and talks louder ... 'Wait, what if you get it wrong.That would be awful. And so embarrassing. Everyone, including the teacher, will think you have no idea. Then there will be more attention and more questions and more of the teacher making sure you understand. Ugh. No way. Don't do it. Leave your hand down. Seriously, whatever you do, don't put your hand up. Just don't.'

What teachers can try instead: Kids and teens with anxiety will often find it easier to be involved when they are working in smaller groups, especially if they are with people they feel safe with. Let them find their voice in a small group first - it's an important step to helping them find it in a bigger group later on.

2. When you call on me unexpectedly, my mind goes blank.

Putting me on the spot terrifies me, and shuts down anything thoughtful or interesting I have to say. My thinking brain taps out at the worst time and when it does, I have no words and I can't think. I worry that the more it happens, the more it will happen. I want to be better with unpredictability, but it's going to take time - not time for me to get it right, but time to feel safe enough to get it wrong.

What to try instead: Anxiety has a way of stealing minds and voices at the worst time. When anxiety hits, it shuts down the pre-frontal cortex - the thinking, analysing, problem-solving part of the brain. If you're going to call on a child or teen with anxiety, try to give them a warning and an opportunity to work out what to say first. Ask quietly for their thoughts and what they would like to add to the discussion. If they say something interesting, let them know, and then ask if they can share it with the class. Rather than being an experience that confirms how awful it is to speak in front of the class, it can become an opportunity for them to build their confidence and discover their influence.

3. Small groups feel safer, and will bring out the best in me.

I'm more likely to find my voice in a smaller group, especially if it's with people I trust. It's a way for me to experiment with sharing my ideas and trying new things, without being overwhelmed by the anxiety that comes with being in front of a big audience.

What to try: With anxious kids and teens, the safer they feel, the more they will surprise everyone with what they are capable of. Small groups can be a wonderful scaffold between anxious thoughts ('I can't do this'), and brave behaviour. Gently encourage them towards sharing with a bigger audience, perhaps as the speaker for the group, or performing something that has already been rehearsed in a smaller group.

4. I know you want me to experience new people but ...

It might take a while for me to let you into my world, but when it happens, you'll realise that I'm a pretty great human to be with - warm, friendly, funny ... ok, now I'm blushing, but you get the idea. I know you think it's important that I experience new people, but what's even more important is that I have the opportunity to find out what I'm capable of. This is more likely to happen when I'm feeling safe.

What to try: If the experience is going to be new or unfamiliar (camp, a performance) try to let any anxious kiddos be with at least one familiar person. Doing things with familiar people might seem like a very small step forward, or no step at all, but little steps are what the big ones are made of.

5. I love it when you tell me my questions are good ones.

I know you're there to help me, but the thought of coming to you with a question can feel like roller skating up a glacier - very wobbly, not so safe, and best not done.

What to try: Let them know their questions are good ones. As well as this, q

6. Question time makes questions easier.

It doesn't matter how many times you tell me that I can ask questions whenever I want to, choosing the right time to do that feels too big and messy sometimes. Am I interrupting you? Are you too busy? Am I wasting everyone's time? Should I wait? Should I already know the answer? See - so confusing!

What to try: Setting aside specific time for questions can make asking questions easier. This will put more certainty around the right time to ask, and stifle some of the 'should I or shouldn't I' hesitation.

7. Feeling normal is a lovely thing to feel.

If you can help people (and me) realise that anxiety is just a version of what we all feel from time to time, it will help me to feel more understood, less alone, and more okay with where I'm at. Sometimes feeling different is a great thing to feel, but when the different thing is anxiety, it can feel a bit rubbish. It makes a difference to know that you get it.

What to try: Anything you can do to normalise anxiety,Chat to the class about what anxiety is. Explain that it's something we all get it from time to time, (before an exam, sport, a performance) but that some people get it a lot. Let the class know that anxiety can feel like a big deal when you're going through it, but it's actually a sign that someone is about to do something really brave - and that brave is whatever feels brave for them.

8. There is so much more to me than what you see.

Until I feel safe and comfortable, people will only see the fringes of me. I don't deliberately put myself away, it's just the way I am, and it's not something I need to change - ask anyone who knows me, they'll tell you I'm pretty excellent the way I am. Don't make the mistake of thinking you've seen everything I have to give, or that you know what I'm capable of. I don't even know what I'm capable of yet, but I know I can do difficult things, and surprising things - I just need to feel safe enough to explore.

What to try:

9. I don't want to be indulged. I want to feel safe.

We all have things that can help us feel safe, understood and capable. We also all have things that can make us feel stretched, frightened, and anxious. For me, these things will push to the surface a little more often at school, given that it's the place where I'll be experimenting with new things, discovering my edges, and exploring the unfamiliar. I don't expect to be given special treatment or extra attention. In fact, attention is something I'd generally like to steer clear of. It's just that there are things that will make it easier for me to show you what I can do.

What to try: effort will be worth it.

10. Please don't bring attention to me.

I love being noticed, but being the centre of attention can feel terrifying. This is whether it's being called on in class, or being praised in front of everyone for something I did well.

What to try: A

11. If I freeze, don't make a big deal of it.

Sometimes when anxiety hits I don't know what to say and I don't know what to do. It freezes me. It can make me look unprepared, or as though I don't have the answers you're looking for, but that's not how it is. Everything I need is in me - the answers, the words, the movement - but anxiety can steal it for a while.

What to try: If kids or teens freeze at the start of a performance or during one, or when they are called on in class, don't make a big deal of it. Anything you can do to downplay it, normalise it and help them find a safe space (by inviting them to sit back down for a while or to take a moment) will make you someone kind of wonderful. Then, give them the opportunity to start again when they're ready.

12. Sometimes my anxiety blocks out what you're saying.

What you're saying is important and I want to understand it, but when you're talking to me, sometimes all I can think to myself is 'don't say the wrong thing, don't do the wrong thing' - oh the noise gets noisier. This means that sometimes I'm so worried about not making a mistake, that I don't hear anything you say. I'm not meaning to be rude or inattentive - I hate the thought that anyone might think I'm doing that, but sometimes wanting to avoid doing the wrong thing lands me somewhere in the thick of it.

What to try: When you can, check that your instructions have been heard correctly, and avoid getting frustrated, annoyed or upset if you have to repeat them. Anxious kids and teens aren't asking for anything more than anyone else - lots of other kids in the class will need things explained or the instructions repeated. For anxious kids though, it will make a difference if you can initiate the check for understanding, just until there is enough safety established for them the lead.

13. Understand that anxiety is masterful at looking like something else.

Sometimes when I'm anxious, I feel angry, fierce or furious. I don't mean to be disruptive or to cause any trouble. I wish I didn't do this too.
Why it happens: Anxiety is fight or flight, and sometimes the 'fight' part can take over. When this happens, it can drive What to try: Know that the behaviour will stop as soon as the anxiety passes. You might be tempted in the moment to talk about consequences, but if the behaviour is being driven by anxiety, it will only make it worse. Leave any discussions of consequences until after things have calmed down. tantrums, aggression or meltdowns .

When I'm anxious, I'm being drive by a brain that thinks it needs to energise me for fight or flight. This can make me hyperactive, wriggly, bouncy or jittery - but I never mean to be disruptive.
What to try: If the hyperactivity is being driven by anxiety, it will pass as soon as the anxiety does. In the meantime, physical activity is the natural end to the fight or flight response, so anything physical will also help to neutralise the surging of neurochemicals and bring calm. If something is happening that's causing a few kiddos in the class to be jittery and bouncy, try inviting the whole class runs on the spot for a quick minute to calm the mood. Why it happens: When the brain senses any sort of danger it will surge the body with a mix of neurochemicals designed to ready the body for physical action (fight or flight). Sometimes if there's no need to fight or flee, the excess energy might come out in excessive physical movement.

Sometimes I'll burst into tears, but not because I'm sad. It might seem as though it's happening for no reason at all. This can be confusing to me too.
Why it happens: Sometimes anxiety can look like tears. Lots of tears. This happens because the amygdala, the part of the brain that drives anxiety, also drives emotion. When the amygdala is at full volume (as it is during anxiety), emotions will also be at full volume.
What to do: Understand that sometimes, tears can driven by anxiety more than sadness. When that happens, rather than trying to understand what's driving the tears, just be a strong steady presence until the anxiety settles. If you can, try to encourage strong, deep breathing. This will activate the relaxation response, which will help to neutralise the surging of neurochemicals that come with anxiety.

14. Remember what I'm here for.

I'm here to learn and to grow. Confidence, independence and resilience are all important too, and I have plenty of potential for all of that in me, but first I'm here to learn. The easier and safer that feels, the easier it will be to build everything else.

What to try: Don't force independence, friendships, confidence, resilience. Kids and teens with anxiety are pushing themselves all the time, even if you don't always see it. They already have everything they need inside them to be amazing humans. It will unfold, grow and strengthen when they feel safe.

15. Let me know that you get it.

I know I'm not the only one with anxiety, but when it hits it can feel like I'm the only person on the planet that has to push through the days with anxiety in the way.

What to try: Let me know that I'm doing okay. If you can notice some of the great things about me, that will help me to feel as though you're on my team. If I freeze, forget, need you to repeat things, let me know that you understand that it's not my fault, and that it's okay. Then let me try it again.

16. Details. I love them. As many as you can give me.

Wherever you can, give me as much detail as you can so I can have as much clarity as possible. One of the worst things you can do, for example, is ask me to come and see you at lunchtime on Monday - when it's Friday. It just means I'll worry all weekend about what you might need to talk to me about. Instead, let me know what it's about, or at least let me know that it's not anything bad. Anxiety will always make me think of the worst possible scenario first. It can be a beast like that.

What to try: Wherever you can, fill in the unknowns so there is no room for an anxious kiddo to fill them in with something worse.

And finally ...

Kids and teens with anxiety have remarkable strengths that the world needs more of. Often, unless you're one of the ones they feel safe with, you'll only see the tip of what they are capable of. School and learning was never meant to be about how outgoing kids are, or confident they are in initiating contact with an adult. Greatness is built bit by bit, and the foundations are strongest when it's safe. Anything you can do to help this along will go a long way to helping anxious kids and teens find their own important way to shine. The more we can help them to feel that they are stronger, braver, better, bigger and more powerful than anything that they are scared of, the more we can open up the world to them, and in turn, they will open up their very wonderful world to us.

You might also like ...

'Hey Warrior' is the book I've written for children to help them understand anxiety and to find their 'brave'. It explains why anxiety feels the way it does, and it will teach them how they can 'be the boss of their brains' during anxiety, to feel calm. It's not always enough to tell kids what to do - they need to understand why it works. Hey Warrior does this, giving explanations in a fun, simple, way that helps things make sense in a, 'Oh so that's how that works!' kind of way, alongside gorgeous illustrations.

Filed under: Anxiety, Anxiety in Kids and Teens, Children
Tags: anxiety, anxiety at school, anxiety in children, children, parenting, school, school anxiety

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What Kids and Teens With Anxiety Need Teachers to Know

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All kids have greatness in them, and like any of us, they will all need their own combination of 'the right things' to flourish - the right people, the right environment, the right motivation, the right encouragement. The right support will make magic happen.

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Supporting Students Struggling with Anxiety

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Supporting Students Struggling with Anxiety

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What Teachers Should Know

Anxiety disorders are among the most common mental health problems of childhood and adolescence.

Anxiety disorders cause people to feel excessively frightened, distressed, or uneasy during situations in which most people would not feel that way. Left untreated, anxiety disorders can impair students' ability to work or study and may affect their personal relationships. In the most severe cases, anxiety disorders can make going to school incredibly difficult.

The most common anxiety-related disorders affecting kids and teens are:

Generalized anxiety disorder. With this common anxiety disorder, children worry excessively about many things, such as school, the health or safety of family members, or the future in general. These students also may have physical symptoms, such as headaches, stomachaches, muscle tension, or tiredness. Their worries might cause them to miss school or avoid social activities.

Obsessive compulsive disorder (OCD). Children with OCD have excessive preoccupying thoughts (obsessions) and repetitive actions done to try to relieve their anxiety (compulsions).

Specific phobias. These are unrealistic and excessive fears, such as a fear of dogs or enclosed spaces. Phobias usually cause people to avoid the things they fear.

Social anxiety disorder (social phobia). This anxiety is triggered by social situations or speaking in front of others. It is an intense fear of being judged in social situations or performance. A less common form, calledselective mutism, causes some students to be too fearful to talk at all in certain situations.

Panic disorder. A panic attack can happen for no apparent reason. With a panic attack, a person has sudden and intense physical symptoms that can include a pounding heart, shortness of breath, or dizziness caused by the body's normal fear response.

Posttraumatic stress disorder (PTSD). This results from a past traumatic event/experience.

Separation anxiety disorder: High level of distress when separated from a caregiver.

Students with an anxiety disorder may:

have trouble concentrating in class or completing classwork

feel self-conscious and avoid certain situations

have physical symptoms, such as a racing heart, fast breathing, tense muscles, sweaty palms, a queasy stomach, and trembling hands or legs

take medication to help reduce anxiety

miss class time due to problems coping at school, or needing to talk with a school counselor or therapist

What Teachers Can Do

Students with anxiety disorders may have difficulty completing their work. Teachers can help ease anxiety levels by:

talking with parents or guardians to learn about strategies that work at home

allowing students extra time to do work

checking that their assignments are written down correctly

giving them daily schedules

modifying assignments and reducing workloads when necessary

promoting relaxation techniques and allowing for breaks throughout day

encouraging school attendance, which may require shortened school days and modified class schedules

allowing them a safe space and ability to go speak with a counselor, if needed

easing anxiety in the classroom by pairing with a peer

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Anxiety Disorders Factsheet (for Schools)

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Anxiety disorders are among the most common mental health problems of childhood and adolescence. Anxiety disorders cause people to feel excessively frightened, distressed, or uneasy during situations in which most people would not feel that way. Left untreated, anxiety disorders can impair students' ability to work or study and may affect their personal relationships.

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Examples of Accommodations for Anxious Kids

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Examples of Accommodations for Anxious Kids

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While each child is different, the following compilation includes commonly implemented interventions for anxious children. These items may serve as a starting point for families who are looking for specific suggestions for problem areas, or for parents who are just learning of the types of issues that their anxious child may be contending with.

Classroom environment

Anxious children perform best in a calm, supportive, but organized classroom. Because change and uncertainty can be unsettling, a structured classroom, calmly disciplined will let children feel safe and know what to expect. An ideal situation is a teacher who maintains authority positively, using reason and respect rather than fear for punishment.

Brought to you by The Children's and Adult Center for OCD and Anxiety.

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WorryWiseKids.org | Sample Accommodations for Anxious Kids

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While each child is different, the following compilation includes commonly implemented interventions for anxious children. These items may serve as a starting point for families who are looking for specific suggestions for problem areas, or for parents who are just learning of the types of issues that their anxious child may be contending with.

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Prioritizing Mental Health in Schools - TED Talk

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Prioritizing Mental Health in Schools - TED Talk

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Why you should take a break: Prioritizing mental health in schools | Hailey Hardcastle | TEDxSalem

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Nadja Reilly's Book "Anxiety and Depression in the Classroom"

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Nadja Reilly's Book "Anxiety and Depression in the Classroom"

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Guidance for teachers on two pressing problems in student mental health., Anxiety and Depression in the Classroom, A Teacher's Guide to Fostering Self-Regulation in Young Students, Nadja Reilly, 9780393708721

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3. Put yourself in the right frame of mind. Most students who have emotional or behavioral problems want to be successful in school, but have trouble controlling themselves, focusing, and staying still. Avoid deeming them "attention seekers," or "slackers." Work on being as patient as possible.

12. Make time to take care of yourself. Find ways to de-stress on evenings and weekends so you can bring your "A game" to the classroom. You might be the take-a-hot-bath type or you might be the cross fit type - whatever works best for you.

Adapted from Red Flags, "Ways to Assist Students with Depression or Related Disorders."

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Tips for Teachers: Ways to Help Students Who Struggle with Emotions or Behavior

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Start fresh. Other teachers may see your class roster and warn you about a particular student, but if what they have to say is negative it can taint your perception of that student before you have even met them. If you see a conversation starting to go this way, reframe it in a positive light.

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George Lucas Educational Foundation

Find compassionate perspectives and evidence-based strategies to foster school environments that promote psychological well-being and support students experiencing behavioral, emotional, or social challenges.

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Find compassionate perspectives and evidence-based strategies to foster school environments that promote psychological well-being and support students experiencing behavioral, emotional, or social challenges.

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Podcast Discussing Mental Health in Schools

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Podcast Discussing Mental Health in Schools

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In today's episode of We Love Schools, host Carole Dorn-Bell talks with CJ Soliday, a Behavioral Health Specialist of the Delaware Area Career Center. Dorn-Bell recently heard Soliday speak about her role with the DACC and how she handles mental health in the school setting.

When explaining her role of addressing mental health issues in the school setting, Soliday explains that it can be varied. When it comes to students who have already been identified as having mental health issues, Soliday reaches out to their outside mental health provider to get a better of how she can help them through each day.

"If something comes up, I'm able to step in and help them go through their coping skill sets," Soliday says.

Another part of her job is working with students with suicidal behavior, which is more of an urgent care situation. She is able to do a suicide assessment with students rather than sending them to an emergency room, which can be a pretty scary experience.

Finally, she keeps an eye out for students who may be struggling. She can help them identify what the issue may be and connect them with help.

Dorn-Bell mentions a New York Times article about how more American teenagers are suffering from severe anxiety now more than ever, and she mentions that a role like Soliday's is more important now than ever before.

Soliday explains that her role was created because counselors were becoming overworked, and a number of students were getting into trouble due to mental health issues.

Soliday works to address the symptoms that cause a lot of anger in young men especially.

"We deal with keeping kids in school by reducing the symptoms of their mental health," Soliday explains.

She explains that girls tend to go more inward, they retreat. However with boys, it's not as socially acceptable to retreat, so their depression sometimes can be expressed as anger. But she notes that it's important to have someone who's trained in mental health to be there to assess every situation.

She says seeing less fights, higher attendance, and less anger are a few of the ways she's able to monitor success in the school.

Another role that Soliday plays is training teachers to help them understand mental health in the school setting. Soliday believes this is the direction that schools are heading.

"I believe it's the direction that schools are headed," Soliday says. "There is a mental health person in the majority of schools."

She says she doesn't know of any other schools that have the alternative to expulsion program as the DACC does, and she thinks it's a huge piece of their success in the goal of keeping kids in school.

"In the 2.5 years of doing this, we've had one student who did not take advantage of the program, and we've had one student who broke the contract," Soliday says.

She says that building relationships with parents and families as well has been very helpful.

Soliday says she's happy to answer questions about their program, so please feel free to reach out to her with any questions about mental health in the school setting at solidayc@delawareareacc.org or 740-201-2262.
Got a question or topic you'd like covered in an upcoming podcast? Email us at info@weloveschoolspodcast.com First time listening to We Love Schools? Learn more about our weekly podcast.
Related Podcast Episodes

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Mental health in the school setting - We Love Schools Podcast

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In today's episode of We Love Schools, host Carole Dorn-Bell talks with CJ Soliday, a Behavioral Health Specialist of the Delaware Area Career Center. Dorn-Bell recently heard Soliday speak about her role with the DACC and how she handles mental health in the school setting.

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If you or someone you know is considering suicide, please contact the National Suicide Prevention Lifeline: 1-800-273-TALK (8255), available 24 hours a day, seven days a week. All calls are confidential, and anyone can use this service. For more information, visit SuicidePreventionLifeline.org.
Attending college comes with extra challenges that can impact mental health. Meeting deadlines, managing budgets, and planning for the future may trigger feelings of anxiety or depression. It may also lead to alcohol dependence.

Rather than self-medicating through substance abuse, students experiencing mental health issues should seek extra support during college. Therapy, support groups, and medications can make a big impact on quality of life.

This guide features resources to manage student mental health. Read on to learn common types of mental health challenges and how to seek help for each.

Understanding Student Mental Health

The COVID-19 pandemic has impacted students' mental health. Due to the stigma around mental health, some students may feel less inclined to openly share about their struggles. Despite how it may seem, many students experience mental health issues.

A survey by the Association for University and College Counseling Center Directors shows college student mental health has been a growing concern since 2013. The survey found 95% of college counseling center directors believed the number of students with significant psychological problems was an increasing campus issue.

The directors also reported that 21% of students who visit the campus counseling center presented severe mental health concerns. At the same time, 40% of students presented mild health concerns.

More recent data published in 2021 echoes the same sentiment on mental health for students. The University of Florida's mental health clinic saw a 106% increase of adult patients attending their first appointment in August between 2019 and 2020. The amount increased by another 4% in 2021.

Stress and Anxiety

Symptoms of generalized anxiety disorder may become magnified during high-stress seasons of life. In fact, people are most at risk between childhood and middle age.

Everyone experiences this condition differently. Stress and anxiety may manifest as procrastination, insomnia, worry, and inability to focus. These two conditions may also cause physical symptoms like shortness of breath, headaches, upset stomach, or increased heartbeat.

Some studies show a correlation between stress and healthy hormone levels. People with menstrual cycles may experience irregularities in the length between cycles. Acne levels can also increase.

Where to Get Help

Students can manage their stress and anxiety in many ways. First, they can seek help from a licensed therapist, counselor, or psychiatrist. The Anxiety & Depression Association of America publishes a therapist directory of providers who specialize in this condition.

The Centers for Disease Control and Prevention also offers coping ideas. Many of the recommendations, including meditating and eating nutritiously, benefit general health. Spending time with friends and connecting with nature may also ease symptoms. Students may also explore online support groups.

Depression

Depression ranges from extended periods of mild sadness to prolonged feelings of intense hopelessness. Some students experience depression and anxiety at once. Depression can make people feel lethargic, unmotivated, and uninterested in things they once loved. Some people may have trouble sleeping, while others may sleep too much.

Certain life experiences may trigger depression, which some professionals call situational depression. This may occur after earning a series of bad grades, losing a job, losing a loved one, or undergoing a traumatic experience. Fortunately, medication can work as a temporary or long-term aid for both situational and ongoing depression.

No matter how depression manifests, students should seek help and support from their community and professionals.

Where to Get Help

People experiencing thoughts of suicide or self-harm should immediately contact the Suicide Prevention Lifeline. This organization offers free 24/7 phone and chat assistance. Caller information stays confidential.

Students can join an online support group to manage day-to-day symptoms. People who need assistance from medication should talk to a doctor. The American Psychological Association (APA) publishes a list of licensed care providers.

Drug Abuse and Alcoholism

Some students turn to drugs or alcohol to numb feelings of anxiety or depression. The National Institute on Alcohol Abuse and Alcoholism surveyed college students and found that 33% of college students surveyed say they engaged in binge drinking in the past month. Binge drinking can cause permanent changes in brain chemistry and physical health.

Students should not let feelings of shame surrounding drug abuse and alcoholism prevent them from seeking help. Genetics make some people prone to addiction. With professional help and community support, sobriety is possible.

Where to Get Help

Alcoholics Anonymous is a popular support group with meetings all across America. Students who want more one-on-one or immediate assistance can contact an alcohol and drug rehab hotline.

If talking to someone in person or over the phone seems intimidating, online resources may help. WebMD publishes a directory of types of substance abuse and informative articles about rehab. American Addiction Centers make it easy to locate the nearest rehabilitation center.

Attention Deficit Hyperactivity Disorder

Some people may view ADHD as more of a childhood disorder. However, some people go undiagnosed until adulthood. Researchers believe the condition may manifest between the ages of 10-25 as late-onset ADHD.

ADHD symptoms may appear as hyperactivity, procrastination, an inability to focus, and impulsive behavior. Students who notice a decline in quality of work and grades despite their best efforts should consider pursuing a possible ADHD diagnosis.

Where to Get Help

Students can begin by consulting with a general care practitioner. Primary care physicians may prescribe medicine or make recommendations for lifestyle changes. Or, they may refer the patient to a mental health specialist.

Some students with ADHD find success in completing schoolwork using the body doubling technique. Body doubling occurs when two or more people work on similar independent tasks alongside one another. This may look like a study session with a friend. Additionally, some organizations offer support groups and online resources.

Eating Disorders

Eating disorders impact people regardless of their gender. Students dealing with body image issues or feeling a lack of control in their life may develop an eating disorder. Common types of eating disorders include anorexia and bulimia. Students coping with an eating disorder often skip meals, but they may binge eat after a long period of hunger. These people may feel a sense of guilt when eating foods they deem unhealthy and regurgitate soon after eating.

Orthorexia is a less commonly talked about type of eating disorder. People experiencing orthorexia have an obsession with eating healthy. They excessively avoid many types of foods and check nutrition labels frequently.

Where to Get Help

People managing eating disorders may find accountability and solidarity through an online support group. The National Eating Disorders Association also runs a helpline.

Unfollowing triggering accounts on social media, like fitness influencers or models may benefit some people. Students with a history of disordered eating may need to avoid using calorie-counting apps, which could trigger a relapse.

In some cases, attending rehab can help people achieve a healthy weight and mindset.

Obsessive-Compulsive Disorder

People with OCD experience recurrent and uncontrollable thoughts, also known as obsessions. Some people describe these as urges or as seeing disturbing mental images. These thoughts may lead to repeated actions, also known as compulsions.

OCD manifests in different ways. Some people with the disorder may have a fear of germs or an obsession with order and symmetry. Others may experience uncontrollable thoughts about harming others or unwanted thoughts about sex.

Where to Get Help

A licensed psychiatrist may prescribe medication or offer management techniques for patients with OCD. Engaging in talk therapy with a counselor may also help. These professionals can also offer ideas on managing impulses, especially if the action is physically harmful.

Some people may find it easier to communicate about sensitive topics in the privacy of their homes. The International OCD Foundation offers a list of teletherapy providers. Joining an online support group allows people to share management techniques with their peers.

School Resources

Many colleges and universities may offer special accommodations for learners with OCD. For example, if a type of assignment triggers a compulsion, a student may substitute it with a different assignment. They may also receive permission to access a private testing center to complete exams.

Students receiving treatment for OCD should communicate any absences due to appointments or medication changes. Some professors may waive missed attendance points if learners maintain open communication.

Some schools may facilitate OCD peer groups, where students share techniques and healthy coping skills.

Post-Traumatic Stress Disorder

PTSD occurs in some individuals after experiencing a startling or dangerous event. During a scary moment, distress is a normal response. This fight-or-flight impulse encourages survival.

However, people with PTSD may feel unsafe and afraid long after the event ends. People with this disorder may also feel like they relive the situation through flashbacks. They may also experience recurring dreams about the event.

Fortunately, PTSD may resolve with time. However, many people must seek talk and exposure therapy to face their fears and feel better. Attempting to avoid thinking about the event or avoiding the event's location are symptoms of PTSD.

Where to Get Help

Speaking with other people with PTSD may help a person feel less alone. Even connecting with a moderated social media support group may help. However, some people need professional help to learn coping strategies.

Since PTSD commonly occurs in veterans, the U.S. Department of Veterans Affairs connects them with resources. This government department publishes tools for helping veterans find PTSD therapists.

Insider Perspective: Pursuing My Education With a Mental Disorder

Blake LeVine is a life coach and author with a master's degree in social work from Adelphi University. A bipolar disorder survivor, Blake has been healthy since 2005. He knows the importance of managing mental illness and uses his experiences to help clients deal with conditions like depression, anxiety, and PTSD.

He wrote "Beating Bipolar: How One Therapist Tackled His Illness ... and How What He Learned Could Help You."

Q. What Kind of Mental Health Issues Did You Have as a Student?

I was diagnosed with bipolar I disorder. I was in and out of psychiatric hospitals for two years. It was tough. I missed a lot of school and had trouble with friendships. My family experienced a lot of pressure to find the right treatments to help me rebuild my life. I'm stable now, but it took me a long time to put my life back together.

Q. When Did the Disorder Start to Manifest?

It started to manifest in my teens. I showed the first signs of it around age 15 or 16. I had been doing well in my life and was high-achieving in high school. But things started to unravel. I had my first manic episode that required a hospitalization. I couldn't sleep. I was nervous about my health. I thought I was dying and ended up going to the emergency room.

A few weeks later, I was diagnosed with bipolar. It took two years to find the right treatment. Medicine and therapy would go well, but I'd fall back into an incident again.

Q. Did You Have a Hard Time Functioning Academically?

Before all of this happened, I was in advanced classes and I did well in school. After it happened, it was much harder to attend school. For a short time, I had to go to a special school for kids with special needs. I went from excelling in school to having to reintegrate into school again.

Q. How Did It Affect You Socially?

Before, I was confident and had many friends. Afterwards, I felt knocked down. I was worried that other kids would make fun of me, or if I wanted to date, people wouldn't want to date me because of the illness. I became insecure for a while. Part of what I needed to do in therapy was find the courage to make friends again, potentially start to date, and get ready to be an adult.

Q. What Words of Encouragement Would You Give to Students Struggling With Mental Illness?

When I was sick, I felt so alone and hopeless. I would tell a young person going through it that there are many people experiencing these issues. If you take the right steps, you can have a full life. I'm happily married, I have two children, I've been educated all over the world, and I've written six books.

If I had known when I was so sick that any of that would have happened, it would have kept me a lot more positive. I really believe that if you take care of your mental health, you can do anything you set out to do in life.

The key is to accept what you're facing and get help. I love that all the pain I went through is helping inspire people.

General Tips for Student Wellness

The following general tips may work in conjunction with professional help and group therapy to improve a student's overall mental health. Sometimes, small practices add up to make big differences.

Eat Nutritious and Consistent Meals

Science backs up the idea of brain food. Managing mental health in college involves eating an adequate amount of whole foods. Avoiding meals or eating empty calories depletes energy levels and may negatively impact a person's mood. Eating at the same time every day may also improve digestive health.

Exercise

Exercise benefits physical health, but also mental health. In fact, exercise releases feel-good endorphins. Additionally, exercise can form an avenue for social interactions. Going on outdoor walks with friends may even increase low vitamin D levels. Healthy vitamin D levels may ease depression symptoms.

Find a Creative Outlet

A creative outlet allows for self-expression and mindfulness. Writing, painting, and taking photos may provide enjoyment and stress relief. Sharing meaningful art may help others with similar disorders feel less alone. The American Art Therapy Association publishes an Art Therapist Locator.

Apps That Promote Mental Health

This app helps solve mental health struggles and enhance student mental health. The app features a daily mood and a progress tracker. Users can also journal their feelings and add photos to the entries. The app encourages people to develop a problem-solving plan and schedule actions on a calendar. The video breathing exercises and stress-buster strategies may also help students manage stress. This psychologist-designed app features mental health courses and exercises. Users can track their daily moods. This app best suits people with mild to moderate mental health conditions. While no app can replace therapy or treatment, this tool may aid between appointments. Sometimes, leaving the house to attend an appointment may feel like a big struggle. This app lets people connect with a licensed therapist from home. The app pairs users with therapists with a license in the corresponding state. Users can communicate with their therapist through texts, video calls, pictures, or audio. This app helps people recovering from an eating disorder. The app aims to help people co-manage their eating disorders. Users can celebrate wins by earning rewards and view graphs that display their progress. The app's developers used self-monitoring research for its creation. This app helps users deal with nightmares following a traumatic event. The app uses imagery rehearsal therapy techniques to make nightmares less disturbing. The app especially caters to current and former service members. The creators designed this tool to supplement, but not replace, therapy. Calm provides pleasant bedtime stories, guided meditations, and breathing exercises to promote relaxation and mindfulness. The app helps users with varying goals. These goals include improving sleep quality, general self-improvement, or reducing stress and anxiety. The app offers some free resources, but most of the content requires a paid membership.

Additional Resources for Students

The APA publishes informative articles about types of mental health struggles. Some articles discuss related topics like human rights and immigration. People can use this site as a tool for learning more about their condition. The site also features a provider locator tool. This government website empowers people with knowledge so they can better understand mental health conditions. People with friends or family members impacted by mental health may also benefit from accessing this site. This website publishes guides for having difficult conversations surrounding mental health. Mental Health America provides helpful articles on how to live mentally healthy. People can discover ways to pay for mental health treatment on this site. This organization also publishes research surrounding mental health. Reading through the statistics may make people feel less alone. NAMI provides resources for all types of demographics impacted by mental health disorders. Family members can also find resources. The site publishes warning signs and symptoms of various conditions. People can pledge to be stigma-free and register to volunteer at events. NAMI provides resources for all types of demographics impacted by mental health disorders. Family members can also find resources. The site publishes warning signs and symptoms of various conditions. People can pledge to be stigma-free and register to volunteer at events. NIMH offers research on mental disorders. On the site, people can read through research on new treatments. This organization conducts research on nearly every type of mental health issue. Student researchers studying psychology can even apply for research grants to conduct their own studies. This website features informative articles and helps people find providers. The site divides the articles by types of mental health diagnoses and topics like relationships and personal growth.
DISCLAIMER: The information provided on this website is not intended or implied to be a substitute for professional medical advice, diagnosis or treatment; instead, all information, content, and materials available on this site are for general informational purposes only. Readers of this website should consult with their physician to obtain advice with respect to any medical condition or treatment.

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Mental Health Counseling is a nonprofit, nonprofit provider of mental health counseling services.

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Mental health apps can be effective in making therapy more accessible, efficient, and portable. Below are apps (listed alphabetically) that have been reviewed by ADAA members over the last few years. These volunteer reviewers are mental health professionals with degrees in psychology, medicine, social work, and counseling; they are not involved in the development or marketing of mobile apps.

This is targeted at individuals with PTSD who are in active treatment with a trained CPT (cognitive processing therapy) therapist. Designed to be used by the patient in concert with CPT treatment, this app offers a great deal of education about PTSD symptoms and a step-by-step, session-by-session approach to following the assessments that correspond with each of week of CPT treatment. The variety of possible prompts and reminders, from scheduling appointments to reminders for homework, add an additional layer of important structure and predictability often required with treatments for PTSD.

Targeted to anyone who wants to learn meditation to reduce anxiety and stress and improve their attention and awareness; good for a beginner to establish a regular meditative routine. The skills taught include mindfulness and cognitive diffusion, breathing exercises, meditation practice, tips for increased relaxation, concentration; may be applied to anxiety and depressive disorders, PTSD, and OCD, especially in conjunction with a health provider.

This app does a terrific job of describing basic concepts with a creative animated interface, presenting meditation in a user-friendly way with clear instructions; creating an online forum; supplying podcasts; normalizing mind-wandering; and illustrating main points with videos.

This app is not intended as a treatment substitute for those with serious anxiety and related disorders or depression.

Targeted to help adolescents, teens, and young adults gain insight into and basic skills to manage their symptoms of anxiety disorders, including GAD, social anxiety, specific phobias, and panic attacks. It's also useful for managing worry, performance anxiety, test anxiety, and perfectionism. The skills taught may be applied to individuals with physical, emotional, cognitive, or behavioral manifestations of anxiety, providing users with more helpful, balanced ways of thinking about feared situations.

It does a terrific job of readily offering lists of active coping strategies tailored to the type of anxiety and a variety of methods to manage anxiety; the information and strategies are simple and clear. "Chill out" tools such as breathing exercises, mental imagery, and mindfulness strategies are provided in text and audio format. "Quick Tips" are included to assist with anxiety in the moment. Users can "favorite" the methods that work for them. It is not helpful for people looking to track their symptoms and progress, those easily overwhelmed by many choices, or those with posttraumatic stress disorder (PTSD) or obsessive-compulsive disorder (OCD).

Designed for individuals with PTSD, specifically those working with a therapist using prolonged exposure (PE) treatment. The skills taught include education about the treatment, and common reactions to trauma, and breathing retraining.

Not useful as a self-help treatment for PTSD; to get the most out of it, individuals should be in therapy.

Rating

Ease of Use= 4
Effectiveness = 4 (Education, Self-Monitoring, Treatment)
Personalize = 3
Interactive/Feedback = 2
Research Evidence = 1

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Mental health apps can be effective in making therapy more accessible, efficient, and portable. Below are apps (listed alphabetically) that have been reviewed by ADAA members over the last few years. These volunteer reviewers are mental health professionals with degrees in psychology, medicine, social work, and counseling; they are not involved in the development or marketing of mobile apps.

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Overcoming Anxiety | Jonas Kolker | TEDxTheMastersSchool

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Educators are often the first to notice mental health problems in children and young adults. Here are some ways you can help your students and their families.

What Educators Should Know

You should know:

What Educators Should Look for in Student Behavior

Consult with a school counselor, nurse, or administrator and the student's parents if you observe one or more of the following behaviors:

Feeling very sad or withdrawn for more than two weeks

Seriously trying to harm oneself, or making plans to do so

Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing

Involvement in many fights or desire to badly hurt others

Severe out-of-control behavior that can hurt oneself or others

Not eating, throwing up, or using laxatives to make oneself lose weight

Intense worries or fears that get in the way of daily activities

Extreme difficulty concentrating or staying still that puts the student in physical danger or causes problems in the classroom

Repeated use of drugs or alcohol

Severe mood swings that cause problems in relationships

Drastic changes in the student's behavior or personality

What Educators Can Do in Classrooms and Schools

You can support the mental health of all students in your classroom and school, not just individual students who may exhibit behavioral issues. Consider the following actions:

Learn more about mental health by taking a mental health awareness training

Promote social and emotional competency and build resilience

Help ensure a positive, safe school environment

Teach and reinforce positive behaviors and decision-making

Encourage helping others

Encourage good physical health

Help ensure access to school-based mental health supports

Developing Effective School Mental Health Programs

Efforts to care for the emotional well-being of children and youth can extend beyond the classroom and into the entire school. School-based mental health programs can focus on promoting mental wellness, preventing mental health problems, and providing treatment.

Effective programs:

Promote the healthy social and emotional development of all children and youth

Recognize when young people are at risk for, or are experiencing, mental health problems

Identify how to intervene early and appropriately when there are problems

Learn More about Ways to Support Your Students and Their Families

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Educators are often the first to notice mental health problems in children and young adults. Here are some ways you can help your students and their families.

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Online Programs for Stress, Anxiety, and Depression | THIS WAY UP

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Learn a step-by-step way of tackling feelings of stress, anxiety, and low mood with our clinically-proven online programs.

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CDDA#2 Annotated Bibliography - M Dunbar