Too often, adolescents (people ages 10-19–years old) are told they “have it easy,” or that they should enjoy being young while it lasts, before they enter “the real world” of bills to pay and jobs to show up for.
Although adulthood is certainly marked by financial, professional and familial responsibilities, many of us forget that growing up isn’t easy. Whether it’s struggling to make new friends after moving to a new school, navigating social media platforms that perpetuate comparison and unrealistic body image ideals, or managing the constant pressure to succeed, adolescence is ripe with stressors both big and (seemingly) small.
So … why are we so quick to dismiss adolescent mental health concerns? And why are many adolescents uneducated on the warning signs and symptoms, not to mention day-to-day management and treatment options of mental illnesses? Let’s take a look.
The Problem
It’s safe to say that we’re facing a youth mental health crisis: According to the World Health Organization (WHO), an estimated 10-20% of adolescents globally experience mental health conditions, but they remain vastly under-diagnosed and under-treated. Even more concerning, as of Sept. 2020, suicide is the third leading cause of death among 15-19–year-olds.
When looking at adolescent mental health, there are many risk factors to consider. For example, research shows that children and teenagers who are homeless or without stable housing are more likely to develop symptoms of depression, and are also at risk for sexual assault, pregnancy and substance abuse. Other high-risk factors include poverty, trauma, discrimination and the pressure to excel — which has risen significantly, specifically in high-achieving schools (HSAs).
Although youth mental health concerns were already rising pre-pandemic, COVID-19 has deepened them, with social isolation and the pressure to perform in a remote learning environment running rampant. A National Institute of Health (NIH) research paper says the impact of COVID-19 on the mental health of children and adolescents is “of great concern,” and is leading to an increase in anxiety, depression, disturbances in sleep and appetite, as well as impaired social interactions. “It has been indicated that compared to adults, this pandemic may continue to have increased long term adverse consequences on children’s and adolescent’s mental health,” the report says.
With adolescents spending the majority of their time (and energy) in school, K-12 education plays a major role in advancing mental health education for better health outcomes.
An Integrated Solution
I was in high school when I first truly learned about mental health. But I didn’t learn what I now realize can be a life-saving curriculum in a classroom. I learned about the symptoms of depression and anxiety with a simple Google search and, after recognizing those symptoms in myself, was left to navigate them on my own before eventually seeking help.
Normalizing conversations about mental health symptoms, warning signs, available resources and treatment options in K-12 health education will empower students with the information they need to manage their mental and emotional health from an early age, whether that means recognizing when to see a therapist or learning how to prioritize self-care. All mental health education initiatives should provide information on how to access crisis support and other local mental health services to succeed in early intervention.
A mental illness might look different in an adolescent than it does in an adult. As such, it’s important that teachers are trained on how to recognize key warning signs in their students, including:
- Increased tardiness or absences
- Poor concentration
- Angry and/or aggressive behavior
- Students who are overly withdrawn or silent
- Students who appear anxious, overly concerned or even fearful
- Repeated use of drugs or alcohol
After recognizing these warning signs in a student, or after a student seeks help directly, teachers should respond swiftly and with empathy. They should also help the student receive the help he or she needs by reporting their concerns to the appropriate faculty member, whether a school psychologist or psychiatrist, school social worker or even principal who can recommend further courses of action.
We may be facing a youth mental health crisis, but we don’t have to be. When educators, counselors and psychiatrists, parents and advocates come together in support of adolescent mental health, a better tomorrow is not only possible: It’s achievable.
YLCC would like to thank Shatakshee Chatterjee for her valuable insights in this article.
