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Enhancing Mental Health Support in Schools: A Position Paper on the Importance
CYC 825 Independent Studies
Gurjeet Dhillon
October 18, 2023
Introduction
Being a child and youth care practitioner within any system within children’s lives takes compassion, patience, strength, love, and the ability to overturn and put our own biases and feelings aside to support those in our care. Children and youth deserve to have not only their academic goals reached while in the school system but also their overall well-being, as this ultimately supports them in overcoming challenges and gives them the ability to learn successfully in both school life and everyday life. The need to support emotional resilience, coping skills, and many other things that are linked to academics and personal lives as the United
Nations article 27 states (OHCHR) “state parties recognize the right of every child to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development” (2023) which can be implemented within the school system. Child and youth care practitioners are typically within all school settings and can be seen in different areas of the community as well, they work to support children, youth and families in mental health and wellness, healthy development, life skills, substance use/abuse, all types of abuse, social adjustment, academic challenges, emotional, social, and behavioural challenges (Stuart, 2013). Practitioners are aware that Garfat, et al (2019) state we must be ready to “meet them where they are at, use intentionality, and participate with others as they live their life, as well as looking through a needs-based lens” (p.13), this meaning we are providing the necessary mental health care that is needed in the moment at the schools, having adequate supports and resources handy can support us as a unit within the school board to provide these for children and youth.
Significance Statement
Mental health challenges are prevalent within all systems in one’s life. Working in the Child and Youth Care field it is crucial that we acknowledge the immense significance of mental health
challenges that arise and that we address them as this is the goal of practitioners; nurturing the holistic development of children and youth and ensuring that the young people's voices are heard
on every level (Brendtro et al., 2006). Child and Youth Care practitioners (CYCPs) play a vital role in supporting the development of young people and adolescents into their future which can be marked by well-being, success, and resilience. When thinking about academic success it cannot be looked at individually, there are a variety of things that play into being successful in the education setting, and mental health and well-being are a large part of that. Hughes et al., (2019) state “this is a cause for concern, especially as poor mental health appears to significantly contribute to student withdrawal and academic underachievement” (pg. 1), which resonates with why it is so important for CYCPs to ensure that the education system is providing adequate resources for youth. If individuals can understand the synergy between mental health supports and academic environments, as not to be only about performance, but rather creating a space where young people can feel safe and equipped with the necessary tools to thrive in challenging and complex situations in life, then we can better support meeting young people where they are at. CYCPs understand that students' emotional and psychological well-being is inevitably linked to academic success outcomes
as “there are strong associations between child-adolescent mood, anxiety, substance use and conduct disorders with termination of schools prior to each of the educational milestones…” (Cornaglia et al., para. 9, 2015), which links to the need for more mental health supports in schools. Creating an environment that is aware of the adverse childhood experiences and family trauma life experiences that many face which can lead to many
different mental health exceptionalities, provides the support for specific interventions, which in turn leads to the best plans of care/interventions (Bloom & Sreedhar, 2008). By supporting the mental health of the students in schools having comprehensive mental health care supports/plans
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can go far beyond the point of academic achievement and more towards a contributing member of society. This position paper emphasizes the role of caregivers in schools as not only an educator but as nurturers of emotional well-being and resilience. Research Question/Objectives
The objective of this position paper is to advocate for a comprehensive mental health support system in the education system within schools when thinking about the holistic development of young people. The goal is to underline the benefits of creating a school environment that is safe and nurturing, that provides students with the tools necessary to excel in many areas of life and not just limited to their academic success. Looking at how to effectively manage stress, anxiety, depression, and other emotional challenges that young people may face. Research Question
How can schools enhance their mental health services/supports to foster resilient and successful students, that support/address academic and emotional needs in a cohesive and holistic way?
Literature Review
This position paper is looked at through a comprehensive review of literature that helps to identify three themes that are relevant to the position this paper proposes about mental health needs within the school system. Impact of Mental Health on Academic Performance
There is a significant relationship between student's mental well-being and their academic success which has been documented through various literature. Several studies have highlighted the influence of mental health on educational achievement. As Adelman et al., (2006) discuss in their article, “Connecting various mental health agenda in major ways with the mission of
schools and integrating with the full range of student learning supports designed to address barriers to learning” (para 21, 2006). This links to the need for the public health system to work with the practitioners and school board to provide adequate resources. Adelman et al., (2006) also state the intersection of mental health and the need for an approach that is comprehensive. Weare, (2018) discusses, the importance of promoting emotional, social and mental health to create conducive learning environments for all young people in the school system. Speaking on the pressures that young people face when in the school setting, they are being “deprived of meaningful support, they are being faced with increased demands and challenges” (Weare, p. 3., 2018). The impacts that mental health has on academic performance cannot be overlooked anymore, there needs to be support and research surrounding what challenges this brings to young people. Preventative and Early Intervention
Thinking about anything in life there are always preventative and early interventions that can
be put in place to overcome challenging aspects of life. Kutcher et al., (2016) speak about the importance of mental health literacy and what roles this plays in terms of early intervention. In addition, research has shown that school-based mental health interventions have been effective in
reducing symptoms of depression and anxiety, which in turn improves academic outcomes (Kutcher et al., 2016). Early interventions can be super effective when used at appropriate times and for appropriate measures, looking specifically in terms of behavioural, mental, and emotional disorders in young people (O’Connell, 2009). Various forms of screening are conducted as well as looking at what are the best steps in the intervention planning process (O’Connell, 2009). With this all said we can create interventions and preventative measures that best support young people within school settings who are experiencing mental health concerns.
Benefits of Mental Health Services in Schools
Much research takes a vivid looks at the advantages of providing mental health services within schools. With in-school mental health services that are reliable, there have been associations with improved attendance, minimal discipline incidents, and overall improved well-
being. Fazel et al., (2014) say that mental health initiatives in schools along with an early intervention process are contributing factors to improved mental health outcomes. This article also highlights the specific strategies to support mental health, including “social and emotional learning programs, increasing students’ connection to the school, building student skills in understanding and management of emotions, effective communication, and stress management” (Fazel et al., 2014). Ensuring that mental health is not overlooked within the school system and that people understand the benefits of the services within the school, can contribute to a safe, welcoming, and nurturing school environment which can lead to resilience. Within the school setting some children of “low-income families, who are less likely to have access to mental health services and are also at a greater risk of trauma exposure than children who are White and/or from higher-income families” (Arnold et al., 2020), can access these resources within the school environment to prevent further challenges as they grow older. Methodology
A position paper will be conducted with the primary focus being on the need to advocate for more enhanced mental health supports within schools. There will be a review of findings from existing literature and research that are related to mental health support in schools. Then an analysis based on the findings from said literature will be thoroughly examined, based on trending themes, and evidence that supports the improvement of mental health supports. From the information gathered the position paper will develop a clear, persuasive, and concise
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position. Through evidence, rationale, and clear communication the paper should articulate why it is so crucial to have mental health support within the school setting and how to improve these services for the future to come. \
References
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Arnold, K. T., Pollack Porter, K. M., Frattaroli, S., Durham, R. E., Mmari, K., Clary, L. K., & Mendelson, T. (2020). Factors that influenced adoption of a school-based trauma-informed
Universal Mental Health Intervention.
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Bloom, S. L., & Sreedhar, N., & Beasley, T. (2008). The Sanctuary Model of Trauma-Informed
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Fazel, M., Hoagwood, K., Stephan, S., & Ford, T. (2014). Mental health interventions in schools in high-income countries.
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Garfat, T., Fulcher, L. C., & Digney, J. (2019). Making moments meaningful in child and Youth Care Practice
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Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental Health Literacy: Past, Present, and Future.
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O’Connell, M. E. (2009).
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Stuart, C. (2013).
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Promoting mental, emotional, and Social Health: A Whole School approach
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