As a high school student, I recall sitting in classrooms, silently struggling to hide the internal pain that plagued me. Activities that once interested me held no appeal, academic texts that were once comprehensible were clouded in cognitive confusion, and simple daily tasks filled me with anxiety that manifested itself as physical symptoms unseen by others.
One educator can make a difference in a student’s life.
A single high school teacher pulled me aside and inquired as to my health. As I myself did not yet understand the cause of these struggles, I replied with a monotone, “Thank you, I’m fine.” Despite my response, this educator who showed enough care to ask me if I was okay, made a difference in my life. I later discovered that this teacher also called my parents to express her concerns. The stigma of mental illness and anosognosia, a symptom of the illness that blocks an individual’s perception of their condition, told me to try harder, stop being lazy, and make the choice to be happy. Well-meaning adults often attribute symptoms of mental illness to hormonal changes and/or normal adolescent tendencies. This teacher rose above the stigma and asked a single question, which encouraged me to admit (even to myself) that I may need support. An educator is not a doctor. We are not to diagnose students. However, we can ask questions and express concern. These simple actions can support our students more than we may realize.
Even today, as an adult with a supportive family and successful career, it takes courage to share the struggles I faced as a student with mental illness. But as an educator, during mental health awareness week, I feel compelled to advocate for our students with mental health challenges.
The goal of this blogpost is to both build awareness and share strategies and ideas that educators can implement to support students with mental illness.
In working with students struggling with mental illness, the Universal Design for Learning (UDL) framework can provide research backed strategies to support our learners. In action research, I have discovered that the guidelines within the UDL principle which addresses engagement, activating the affective networks of the brain, can be especially beneficial in working with students with mental illness.
Know Your Students – While it is important to have strategies in your toolbox that may support students, remember that there is no one-size fits all approach. The brain is complex, and mental illness diagnoses manifest themselves differently in each individual. I was speaking recently with an educator who works exclusively with students who have been diagnosed with mental illness. She indicated that while some of her students may benefit from mood-charting and the self-reflection that follows, she fears that this practice may trigger others toward intrusive, repetitive thoughts. As such, UDL guideline 9, provide options for self regulation, must be personalized to meet the individual needs of these students. In accordance to PDSA (plan, do, study, act) cycles of improvement science, I encourage educators to prepare a small change, implement it, observe the results, and then determine if the change should be adopted or altered to meet the needs of the student. Ideally, this is done collaboratively with the student and his or her guardians.
Minimize Threats and Distractions – UDL checkpoint 7.3 is particularly important in supporting students with mental illness. Routines and predictability may assist students who have a tendency to feel overwhelmed, struggle with transitions, and/or face difficulty remaining on task. While necessary for some, these accommodations are helpful to all students in the class. Some students with mental illness are sensitive to sound and/or light. As you observe your students, take note of those that become agitated as sensory stimulation varies. It can be helpful to allow students to take a break or walk outside during these moments. Keep in mind that these symptoms may not be present at all times. In many, mental illness symptoms appear in cycles or as episodes. Headphones, even when there is no audio playing on a device, can be helpful for some students who are easily distracted by stimuli. Students may experience anxiety when asked to give a presentation in front of the class. I spoke with a teacher who allowed a student to create a video recording of her presentation, which the teacher then showed to the class. I have spoken with other teachers who allow students to turn the camera off during a video presentation, so that their voice is heard but their face is not seen. As we decrease anxiety in students with mental illness, they are more available for cognitive tasks. Neuroscience indicates that as anxiety rises, cognitive abilities decrease.
Make Tasks Manageable – Students with mental illness may struggle to begin tasks, concentrate in the midst of a task, and/or complete a task. Oftentimes this is due to distractibility, cognitive difficulties (sometimes referred to as “brain fog”), and/or feelings of being overwhelmed with the steps required to complete a project. It is vital that you remember, this is not a choice. Mental illness is a health condition. As educators, it is our responsibility to increase accessibility to grade level content for students with mental illness just as we would for any other physical health condition. In accordance to UDL checkpoint 8.1, we can work with students to break long-term projects into short-term goals. It may be helpful for some students to use a cloud-based calendar that is available both on a school device and syncs to a personal device such as a smartphone. As we teach students these strategies, they build coping skills that they can use even when they leave our classrooms.
Encourage Self-Reflection – It is important to teach our students to reflect on their emotions and behaviors. I have seen a second grade educator ask students to complete a post-it note each morning regarding how they feel emotionally. She has a word bank on the board. This not only encourages self-reflection, it also validates student emotion and provides the teacher with valuable information that may explain why a student may be behaving differently that they normally do. This practice may also assist the teacher in recognizing mental illness symptoms that may warrant additional support. I have also seen educators implement a daily journal, or ask students to use emojis to indicate how they are feeling about a particular academic concept. The act of self-reflection is a first step in guiding students toward developing coping strategies to address triggers, frustrations, and challenges. Awareness is key.
Opportunities for Creativity & Expression – Numerous studies show that individuals with mental illness have higher rates of creativity than the general population. While instances of anxiety, sensory overload, mood challenges, and/or intrusive obsessive thoughts may lower cognitive abilities at times, it is vital that we validate student strengths. I was in a classroom recently in which each student present had been diagnosed with a mental illness. I asked several students about the sketches or paintings on their desks. Their faces lit up with pride as they told me about their artistic creations. Medical professionals often encourage individuals with mental illness to engage in creative activities. It can be a therapeutic exercise. Allow these students to shine, provide for multiple means of action and expression of academic content.
Keep Hope Alive
Mental illness is a reality in our schools. Students may be silently struggling in your classrooms. Be observant, create a psychologically safe environment, and encourage students to employ strategies for self-regulation. And above all, let the students in your midst know that they are valued, that you care. Education is a people business. It is our job to serve students, to support the learners in our midst. You are not merely a teacher of academics, you reach human beings and provide supports that inspire them to become who they did not realize was possible. You inspire hope. And you can make a difference.