Students come to school with more than just their backpack. They bring life factors that can affect their learning that can range from small concerns or large fears, such as getting a text from a bully to the loss of a pet to abuse at home. These life factors can impact children’s social, emotional, and academic success, as historically children’s mental wellness is linked to behavior problems, social interactions, academic performance, school engagement, suspensions, skipping classes, and dropping out of school. Parents and teachers can help create a environment that promotes mental wellness by:
SENSE OF BELONGING
A sense of belonging can help with risky behaviors. A student’s close bond with the school is important, and this can occur by positive interactions. These interactions can be individual, such as happily welcoming a late student at the door, and can be more group-based, such as sharing important events in the school community.
It is also important for parents to communicate a positive relationship with the school in front of their child, and to reserve any negative conversations with other adults or school staff. This helps the child believe his/her parents support and trust the school, and that trust can transfer to the child. It is also helpful to have a positive, working relationship between parents and school staff.
ADAPTING
The ability to adapt develops at a young age. Some children have difficulties with change, and they may need help at school or home. It could be important for parents and caregivers to notify teachers and/or principals of any unsettling changes at home, such as the death of a pet.
Teachers and parents can help to minimize stress by giving children advance warning, such as ‘In five minutes we are …..’. In addition, children can be part of the discussion of a change, such as the plans of the day.
RECOGNITION
Positive feedback validates behaviors that are valued by others, and a focus on positive behaviors can decrease negative behaviors. For example, if a child is misbehaving, verbally acknowledge in front of the class other children doing something positive, such as “Johnny, Kathy, and Bob are lining up quietly”, can encourage other children to line up quietly. In addition, create situations in which a child can do the right thing, such as completing a task they CAN complete and praising the child for it.
When a child is at their lowest, acknowledge the feelings of the child and help the child identify something to do to calm down. The interaction could go something like this: ‘I saw you help John today, great job! I heard you were upset when Rob took your….It is okay to cry, and can we talk about what happened?’ and then ‘What occurred sounds upsetting, what can we do to help you rest, recharge, and get back to…..?’ If a child does not know, give the child a few minutes to think about it and ask him/her him again.
MAKING A DIFFERENCE
Children are eager to know they make a difference, and we see them in their eagerness to help such as completing chores or helping others. These prosocial behaviors build self-esteem, foster connection, and provide openings for positive recognition. In addition, children can contribute outside of school through activities that would also encourage being part of a community, such as sports or volunteering. These activities can give children who do not feel successful in school the chance to feel successful outside of school.
Children also need to believe accomplishment comes through their own actions, often referred to as self-efficacy or self-determination. Children should do as much as they can independent of adults, and adults help only when needed.
Building the above general suggestions into home and school environment can help children develop a foundation to get and maintain good mental health. It is important to keep in mind the first try is not always a success, and strategies may need to change. We also recognize some children may need additional assistance, and parents can:
- Contact the teacher, school counselor and/or learning support staff or family doctor to discuss your concerns.
- Contact community services, which are listed in this blog at ‘Community Support for Parents, Children, and Youth‘.
- Contact private counselors/psychologist that specialize in counselling with children and youth.
The material above includes information from the National Association of School Psychologist article “Children’s Mental Health: Information for Educators”, and the Association of Children’s Mental Health article “Problems at School”.