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2 Signature 1&2 Nathalie Arboleda Advanced Social Policy Ramapo College of New Jersey April 5, 2021 The Social Problem The topic of mental health in middle schools is not often talked about with students. Not only is the topic of mental health taboo to talk about, but the lingering stigma does not help as well. Many health classes skim over the mental health section and then move onto the next topic of discussion. These students are not learning the necessary tools that can help prevent further mental health deterioration in the future, or even simple coping mechanisms that can help them develop healthy coping behaviors. The education of mental health should be more in depth in all schools and should be longer than just a small section in the health class.
This problem can cause students to not know what to do when they are overly stressed and overwhelmed with their responsibilities. They will turn to unhealthy coping mechanisms such as drinking alcohol, smoking marijuana, and the more common one, vaping. The number of students that are experiencing high levels of stress and anxiety is increasing. “The frequency of anxiety disorders ranges from about 3% up to 20% of children and adolescents… With a 10% frequency rate, a middle school class of 30 students could have as many as three students with an anxiety disorder†(Huberty, 2010). The Ideological Perspective The need for more mental health education is very prevalent in the state of Washington.
“In Seattle, a typical night at Seattle Children's hospital now includes admitting one to two children who have attempted suicide. Each week, the hospital's emergency department sees about 170 children and adolescents for psychiatric emergencies — up from 50 a week before the pandemic†(Furfaro, 2021). The need for mental health education and mental health services has increased dramatically, especially since the pandemic has halted in person schooling. The Chronicle also states that even before the pandemic, children and teenagers were reporting increasing incidences of hopelessness, anxiety, and suicidal thoughts. (Furfaro, 2021). With or without the COVID pandemic, there is a rise in the need for mental health interventions, and schools are on the front lines of this.
Children and adolescents spend the majority of their time in schools and educators are the first ones to notice a difference in their performances. Having the students thoroughly educated on their mental health and different ways to improve or work on it can be extremely beneficial. Causal Analysis There are many factors to be considered when looking into the causes of this social problem. On an individual level, the student’s mental health can be affected by the relationship between parent and child. Their bond, or attachment style, is crucial in the development of the child’s mental health.
Also, any problem the parent may be experiencing directly affects the child. Attachment theory best explains the cause on the individual level. “There is mounting evidence that early experiences with caregivers (including their influence on attachment) contribute to the calibration and ongoing regulation of the HPA axis (e.g., cortisol reactivity, diurnal cortisol rhythms), a system that is central to the body's stress response†(Cassidy et al., 2013). There are also factors surrounding the sociocultural and economic environment. Research shows that there is a link between poverty and mental health.
“Living in a poor or low-income household has been linked to poor health and increased risk for mental health problems in both children and adults that can persist across the life span†(Hodgkinson et al., 2016). Despite low-income families having a very high need for mental health services, they are least likely to be connected to quality mental health care. “In 2014, 20% of all children lived in low-income households. Ten percent of children live in “persistent poverty†(spend at least half their childhood poor), putting them at greater risk for adverse outcomes across their life span†(Hodgkinson et al., 2016). Gainers and Losers The people that lose the most from this social problem are the students that are being directly affected.
The ones that are not able to receive the mental health services they need can lose their lives if their mental health needs are that serious. They lose a form of crucial support in their personal lives and will not be able to receive the help they need. Schools right now are also losing because their students may not be performing up to their standards because of their personal mental health issues. When a certain percentage of the students don’t reach a certain performance level, the schools may lose funding or support from sponsors. The people that gain from this social problem is no one.
There is really no one that benefits from the mental health crisis the united states are experiencing, the students in middle school included. There is no positive gain for anyone involved in the mental health care of middle school students. Judicial Context The Mental Health in Schools Act was originally passed in 2009. Its purpose was to increase funding for Safe Schools-Healthy Students program, provide for comprehensive staff development for school and community members working in the school, and provide comprehensive training for children with mental health disorders, parents, siblings, and any other relative or concerned member of the community. Since 2009, it has been amended 4 times, the last time being in 2017.
It goes into grants, training, evaluations, requirements, and compliance with HIPPA (Mental Health in Schools Act of 2017). Although states are required to allocate and provide time to mental health in schools, they are still lacking in that area. “Schools are both ground zero for the effects of mental health problems in children and youth and critical players in providing g services. Yet too many schools face this need with inadequate resources†(Rossen & Cowan, 2014) In August of 2019, Governor Phil Murphy signed legislation that requires all New Jersey Public Schools to include mental health instruction in the health curriculum in Kindergarten through senior year in high school. “Under the bill, the health instruction provided by a school district must recognize the multiple dimensions of health by including mental health and the relationship of physical and mental health so as to enhance student understanding, attitudes, and behaviors that promote health, well-being, and human dignity†(Leonard, 2019).
Historical Context The need for mental health services in schools has always been present, but it is critical for it to be implemented in an efficient manner now more than ever. According to the 2010 U.S Census figures, approximately 15 million children in the United States suffered from mental, behavioral, or emotional disorders. “Yet estimates show that almost half of all children with those emotional or psychological conditions don’t receive either medication or psychological services, and only 7.4 percent of adolescents report visiting with a mental health professional over the course of a year†(Mahnken, 2017). The National Association of School Psychologists recommends a ration of 700 students to one school psychologist.
The ratio in was double the recommended amount. Mental health workers in schools are stretched thin and are expected to deliver quality services to every student. This creates the problem of not teaching enough about mental health in the school’s everyday curriculum. If mental health was not so stigmatized and normalized in school, there could be less students experiencing such high levels of stress, anxiety, and much more. Resources Cassidy, J., Jones, J.
D., & Shaver, P. R. (2013). Contributions of attachment theory and research: A framework for future research, translation, and policy. Development and Psychopathology, 25(4pt2), 1415–1434. Furfaro, H. (2021).
Washington Students Are Facing a Mental Health Crisis; Here's Why Schools Are on the Front Lines. The Daily Chronicle. GovTrack.us. (2021). H.R. 2913 — 115th Congress: Mental Health in Schools Act of 2017.
Retrieved from Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2016). Improving Mental Health Access for Low-Income Children and Families in the Primary Care Setting. Pediatrics, 139(1). Huberty, T.
J. (2010). Anxiety & Anxiety Disorders in Children: Information for Parents. National Association of School Psychologists (NASP). Leonard, C. L.
C. J. (2019, October 14). Mandated Mental Health Education Is Trending, But Is It Enough? Sage Thrive Today. Mahnken, K. (2017, November 7).
The Hidden Mental Health Crisis in America's Schools: Millions of Kids Not Receiving Services They Need. The 74 The Hidden Mental Health Crisis in Americas Schools Millions of Kids Not Receiving Services They Need Comments. Rossen, E., & Cowan, K. C. (2014). Improving mental health in schools. Phi Delta Kappan, 96(4), 8–13.
Paper for above instructions
Mental Health Education in Middle Schools: Addressing a Crucial NeedIntroduction
The importance of mental health education in middle schools cannot be overstated. During this developmental stage, students face numerous stressors, including academic pressures, social dynamics, and family issues. Unfortunately, mental health topics are often marginalized in school curricula, depriving students of essential knowledge and coping strategies that could mitigate the adverse effects of these stressors (Huberty, 2010; Furfaro, 2021). This paper argues for a more robust integration of mental health education into middle school curricula, outlining the social problem, its underlying causes, and the implications for students, schools, and society.
The Social Problem
Mental health issues among adolescents have garnered increasing attention in recent years, particularly in light of the COVID-19 pandemic. According to a report from Seattle Children's Hospital, the emergency department has observed a substantial rise in mental health crises, admitting one to two children nightly for suicide attempts (Furfaro, 2021). This alarming trend underscores a growing mental health epidemic among adolescents that schools are ill-equipped to address. Educational institutions frequently prioritize academic success over emotional wellness, neglecting the fact that mental health directly impacts students' ability to perform in school.
Many students resort to unhealthy coping strategies, such as substance abuse, when faced with overwhelming stress. The frequency of anxiety disorders among children and adolescents ranges from 3% to 20%, indicating a significant segment of school-aged youth is struggling (Huberty, 2010). Consequently, schools are at a critical juncture; they must act to address these growing mental health concerns or risk losing students to crises that could jeopardize their futures.
The Ideological Perspective
The ideological perspective emphasizes the need for collective societal responsibility in addressing mental health issues. Schools serve as primary environments for youth development, where students spend ample time and interact with peers and teachers. Consequently, schools should move beyond merely recognizing the issue and begin implementing comprehensive mental health curricula that effectively enhance students' awareness and understanding of their emotions. The disproportionate effects of mental health crises on marginalized groups further illustrate the necessity of equitable mental health education (Hodgkinson et al., 2016).
Causal Analysis
Several interrelated factors contribute to the growing incidence of mental health issues among middle school students. On an individual level, the parent-child relationship plays a crucial role. According to attachment theory, early caregiver experiences significantly influence children's emotional and psychological well-being (Cassidy et al., 2013). Therefore, students from unhealthy familial backgrounds may struggle more with emotional regulation and mental health challenges.
Socioculturally, socioeconomic factors exacerbate mental health issues. Many students from low-income households face additional stressors, including food insecurity and limited access to healthcare, which can manifest as mental health problems (Hodgkinson et al., 2016). Yet, these same students are least likely to receive appropriate mental health services, as demonstrated by the fact that only 7.4% of adolescents reported visiting a mental health professional in the past year (Mahnken, 2017).
Gainers and Losers
The students most affected by the lack of mental health education are the primary losers in this scenario. Failures to address their mental health can lead not only to academic decline but also to severe consequences such as social isolation or self-harm. Schools also suffer as a result, facing potential funding shortages and accountability issues if students do not meet performance metrics. Conversely, no group benefits from the ongoing mental health crisis, highlighting the urgent need for proactive solutions (Rossen & Cowan, 2014).
Judicial Context
Legislation aimed at enhancing mental health services in schools has emerged to combat these challenges. The Mental Health in Schools Act, first passed in 2009 and amended several times, mandates that educational institutions prioritize mental health services for students (GovTrack.us, 2021). While progress has been made, schools frequently remain under-resourced to implement these requirements effectively.
New Jersey’s legislation mandating mental health instruction for all public school levels—including middle schools—represents a step in the right direction (Leonard, 2019). Nevertheless, as many districts struggle to comply due to a lack of resources and trained professionals, the problem persists.
Historical Context
Historically, mental health has often been overlooked in educational settings as a mere footnote in health education curricula. As reflected in the 2010 U.S. Census, approximately 15 million children experienced mental, behavioral, or emotional disorders, yet many did not receive necessary support (Mahnken, 2017). Furthermore, the recommended ratio of students to school psychologists stands at 700:1; the actual ratios in many schools exceed this, straining resources and limiting the quality of the services provided (Rossen & Cowan, 2014).
Call for Action
Addressing mental health in middle schools is urgent. A comprehensive approach should include:
1. Curriculum Development: Schools should collaborate with mental health professionals to create an engaging and informative curriculum that normalizes mental health conversations among students.
2. Training: Educators need training to identify early signs of mental health issues and to intervene appropriately.
3. Partnerships: Schools should partner with mental health organizations to provide resources and direct services on campus.
4. Parental Involvement: Parents should be included in mental health education initiatives to bolster understanding and support at home.
Conclusion
The reality is that mental health crises among adolescents are not going away; they are escalating. Schools must do more to prioritize mental health education as part of their curricula to equip students with coping strategies and support. This not only enhances the mental wellness of the youth but also fosters a more productive academic environment. By investing in mental health education now, we can break the cycle of stigma and silence surrounding mental health issues, ultimately leading to healthier, happier future generations.
References
1. Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contributions of attachment theory and research: A framework for future research, translation, and policy. Development and Psychopathology, 25(4pt2), 1415–1434.
2. Furfaro, H. (2021). Washington Students Are Facing a Mental Health Crisis; Here's Why Schools Are on the Front Lines. The Daily Chronicle.
3. GovTrack.us. (2021). H.R. 2913 — 115th Congress: Mental Health in Schools Act of 2017.
4. Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2016). Improving Mental Health Access for Low-Income Children and Families in the Primary Care Setting. Pediatrics, 139(1).
5. Huberty, T. J. (2010). Anxiety & Anxiety Disorders in Children: Information for Parents. National Association of School Psychologists (NASP).
6. Leonard, C. L. C. J. (2019, October 14). Mandated Mental Health Education Is Trending, But Is It Enough? Sage Thrive Today.
7. Mahnken, K. (2017, November 7). The Hidden Mental Health Crisis in America's Schools: Millions of Kids Not Receiving Services They Need. The 74.
8. Rossen, E., & Cowan, K. C. (2014). Improving mental health in schools. Phi Delta Kappan, 96(4), 8–13.
9. American Psychiatric Association. (2023). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
10. World Health Organization. (2021). Mental health and substance use. World Health Organization. Retrieved from https://www.who.int/health-topics/mental-health#tab=tab_1