Schools are often where children’s and adolescents’ mental health problems are identified. While there is ever growing demand for mental health support for pupils, such as in-school counselling and mentoring, the focus now – just like for any health problem – should be more on prevention than intervention.
Prevention makes sense financially, given that specialist mental health services for children and adolescents are currently overloaded, with long waiting lists. More importantly, helping young people develop traits, skills and strategies to protect their mental health can have a lifelong positive impact. And if mental health skills are broadly taught in schools and applied by pupils in a supportive learning context (and where possible also involve family, and are put into practice outside school) the health improvements could, in time, benefit the whole population.
In short, mental health prevention in schools makes a lot of sense.
There seems to be an imbalance between learning about physical health and mental well-being. Most children are taught about the importance of things like exercise, a healthy diet and the risks of smoking in school. But they rarely learn about the impact of stress on their body, symptoms of anxiety and depression, or healthy mental habits. They are not taught how to prevent anxiety and excessive negative stress, or how to work with these experiences if they arise.
So how could schools effectively contribute to mental health prevention? To answer this question, we first need to be clear on what mental health prevention should focus on. In recent years, “resilience” has been frequently emphasised as central to mental health. But there are disagreements about what resilience means and how to measure it.
Definitions often place resilience in terms of positive responses to adversity. However, both resilience and well-being are strongly impacted by two core determinants of mental health – determinants of mental health which schools should be focusing on first for problem prevention.
The first determinant, “metacognitive self-regulation”,…
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