Ethical Behavior, Diversity, Civil Discourse, and Mental illnesses in Schools_ A Literature Review

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Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 1 Ethical Behavior, Diversity, Civil Discourse, and Mental illnesses in Schools: A Literature Review Capella University Foundations of Doctoral Studies in Education Inclusive Education in Schools: Ethical Issues and Civil Discourse August, 2023

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 2 Mental Illnesses in Schools: Ethical Behavior, Diversity and Civil Discourse Since COVID-19, there has been increased societal awareness of mental health and mental illnesses students are facing and the impacts on their academic, social-emotional, and behavior. With the education system putting systems in place to support students with mental illnesses educators may face a multitude of challenges. Students with mental illnesses or mental health designations are a vulnerable population. When supporting students with mental illnesses, there must be an understanding of the societal stigmas that are associated. This paper focuses on issues concerning students with mental illnesses and mental health and the impact on their education. This paper will also explore the ethical concerns pertaining to students with mental illnesses. Further, this paper will discuss practices educators can integrate, in conjunction with civil discourse to support students with mental illnesses in schools. Challenges of Mental Illnesses and Behavior Ecological theory holds the basic idea that humans are both biological and social in nature and they are interdependent on their environment for essential sustenance (Erikson, 2018). With that foundational understanding, it becomes evident that children come to school with both biological and social-emotional needs and they are reliant on the school to meet those needs. Therefore, schools must have systems in place to support the whole child, not just the academic part. Most teachers feel unequipped to effectively recognize students who are potentially suffering with mental illnesses or how to support students who are already identified. Further, there is significant data illustrating the impact of children’s mental health on school related problems, such as social skills and class engagement and participation.

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 3 Diversity Challenges Diversity refers to the ways in which individuals are both alike and different. This encompasses race, ethnicity, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status (National Education Association, n.d.). There is often a stigma associated with mental illnesses which can lead to a feeling of discrimination. Consequently, this can become a barrier for students and families and result in a lack of seeking help in fear of being discriminated against due to their mental abilities. Students with mental disabilities often face a lack of privacy and disclosure resulting in feeling isolated leading to difficulty creating successful peer relationships. There are often school-based mental health services that have been put in place to support students with mental illnesses. However, the school systems’ mental health services can continue to perpetuate this stigmatization by singling out students to provide services and screenings (Werner-Seidler, et al., 2017). It is not uncommon for students to become a part of the “pull out” method when receiving services. Students are often removed from their core class to receive specialized services which can feed into the feeling of isolation while also leaving room for discrimination from surrounding pupils for receiving specialized or differentiated services and attention. Oftentimes, students’ with a mental illness designation by either an IEP or 504 plan are to receive embedded accommodations within the classroom setting. These accommodations can cause students to further feel isolated from their peers making it difficult to form peer relationships. Additionally, educators may lack the understanding or awareness to be able to provide the proper support and accommodations for these students.

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Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 4 Ethical Behavior Challenges Ethical challenges related to students with mental illnesses can be complex and require careful consideration. The National Education Association refers to ethics for educators as having a commitment to the student and the profession (National Education Association, n.d.). An ethical dilemma educators may experience is creating an inclusive and equitable learning environment for students with mental illnesses. In order to create these inclusive learning environments, educators must understand the difference between equality and equity. Creating clear distinctions based on students' mental abilities and disabilities can result in discrimination, isolation, marginalization, and impact the quality of instruction and overall education. The California Department of Education (n.d.) writes: “students come to school with diverse backgrounds, abilities, talents, and challenges. Schools ensure equity by recognizing, respecting, and acting on this diversity . . . High quality schools have the capacity to differentiate instruction, services, and resource distribution, to respond effectively to the diverse needs of their students, with the aim of ensuring that all students benefit equally.” Schools must create equitable learning environments where students regardless of their mental abilities and illnesses are provided a fair and impartial learning space in the least restrictive environment. Equitable learning environments are at the responsibility of the educator. However, making the ethical choice on how to provide an equitable classroom may not always be linear. An equitable learning environment is essentially to provide each student with what they need to be successful. This will not always look the same for each student due to the diversity within a classroom. A student may face the ethical decision to provide a student with no mental illnesses the traditional assessment and make alterations or an accommodation to the assessment for a

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 5 student with a mental illness. Voltolino (2019) states, “ethical behavior in an inclusive education system is all about making the right decision for all the learners associated with the school.” Civil Discourse Challenges The term civil discourse refers to rational and respectful communication despite a difference of opinions or points of view. Students with mental illnesses are also often facing the challenges of discrimination and marginalization as previously mentioned. These stigmatizations can result in hesitation from students with mental illnesses to engage in civil discourse in the classroom in fear of being judged or further misunderstood. Hartry and Denieffe (2018) stated that “for students with mental health difficulties maintaining consistency of participation can be a significant challenge.” In order for civil discourse to take an active role in the classroom, a respectful classroom environment must take precedent. A respectful classroom environment begins with the teacher. Wessler (2003), “the teacher’s role is imperative to success in creating a positive classroom environment.” They further state, “...teaching communication that has a positive tone, conveys empathy and sincerity when sending and receiving messages.” Not only are students with mental illnesses reluctant to engage in civil discourse in fear of being further stigmatized, they also may be experiencing mental barriers that are affecting their ability. Study shows that “...disorders that act as a barrier to the normal functioning of the brain and slow down the learning abilities and proper development of an individual. The presence of intellectual disabilities affects both the mental and physical well-being of the students by causing issues for them to understand, think logically, speak, remember things, and find solutions to the problems” (Hazmi, et.al., 2018). While the role of the teacher is to not only create a respectful and equitable classroom environment to ensure students' needs are being met,

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 6 educators must also understand how their students' mental health illnesses are affecting them and what that looks like in the classroom setting. It is suggested that educators can support all students when adopting a flexible learning environment, “... adaptable and flexible environment for further increasing their participation in classroom activities” (Edyburn, 2010). Conclusion Every student, regardless of age, gender, mental ability, socioeconomic status, religion, deserves an educational environment in which they feel respected and valued. Ultimately, the education system must place emphasis on the ability to foster an inclusive and equitable environment so all students have access to a comprehensive education. Educators must embrace diversity and find ways to celebrate differences within the classroom. Highlighting students’ abilities and skills rather than their deficits when collaborating in the classroom can increase student engagement and participation. Further, this assists students with mental health illnesses feel like they are an important component to their classroom. Having all students feel as though they are respected in their classroom community helps strengthen peer relationships and assist in removing stigmatizations these students face.

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Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 7 References Aliza Werner-Seidler, Yael Perry, Alison L. Calear, Jill M. Newby, Helen Christensen, School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis , Clinical Psychology Review, Volume 51, 2017, Pages 30-47, ISSN 0272-7358, https://doi.org/10.1016/j.cpr.2016.10.005. Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41. https://doi.org/10.1177/073194871003300103 Eriksson, M., Ghazinour, M. & Hammarström, A Different uses of Bronfenbrenner’s ecological theory in public mental health research: what is their value for guiding public mental health policy and practice?. Soc Theory Health 16 , 414–433 (2018). https://doi.org/10.1057/s41285-018-0065-6 Hazmi, A., Ahmad, Aznan, Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities , World Journal of Education, Volume 8, 2018, https://doi.org/10.5430/wje/v8n2p66. Laura Hartrey, Suzanne Denieffe, John S.G. Wells, A systematic review of barriers and supports to the participation of students with mental health difficulties in higher education, M ental Health & Prevention, Volume 6,2017,Pages 26-43,ISSN 2212-6570, https://doi.org/10.1016/j.mhp.2017.03.002. National Education Association. (n.d.). http://www.nea.org/tools/diversity-toolkit-introduction.html Voltolini, R. (2019). Ethical interpellation to inclusive education. Educação e Realidade, 44(1). https://doi.org/10.1590/2175-623684847 Wessler, S. L. (2003). Rebuilding classroom relationships – It’s hard to learn when you’re

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 8 scared. Educational Leadership, 61, 1 Yang, J., Lopez Cervera, R., Tye, S.J. et al. Adolescent mental health education InSciEd Out: a case study of an alternative middle school population. J Transl Med 16, 84 (2018). https://doi.org/10.1186/s12967-018-1459-x

Ethical Behavior, Diversity, Civil Discourse, and Mental illnesses in Schools_ A Literature Review

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