The Mental Health Trend - Policy around the youth crisis.

As state elections finished in 2022, new and old governors from at least 43 states spoke about the key trends in education policy for 2023. Interestingly, the education themes broke into seven areas including K-12 funding, workforce development and career and technical education, teacher staffing, early learning, academic supports, physical and mental health, and postsecondary affordability. Each category was discussed at length with governors talking about new initiatives and state priorities. While all these priorities are important for K-12 students, the one that I want to highlight here is the Mental Health Trend. According to New Jersey Governor, Phil Murphy,

“Leading in prioritizing youth mental health through comprehensive means that don’t just connect kids with resources but empower parents and educators to identify negative signs and provide positive support.”

I agree with Governor Murphy and want to dig deeper into his agenda for students’ mental health. As most people understand from the volumes of information being published on this topic since covid, K-12 students mental health has gone from “concern” to “crisis”. According to the National Institute of Mental Health, approximately one in five children in the United States experiences a mental health disorder, and half of all lifetime cases of mental illness begin by age 14. However, despite the prevalence of mental health issues among youth, many students do not receive the support and resources they need. Schools can play a crucial role in addressing youth mental health issues. However, it is not enough to simply connect students with resources. To truly prioritize youth mental health, it is important to empower parents and educators to identify negative signs and provide positive support. One way to accomplish this is through comprehensive mental health education. According to a study published in the Journal of School Health, mental health education programs can improve knowledge, attitudes, and behaviors related to mental health among both students and educators. By providing students and educators with a common language and understanding of mental health, we can reduce stigma and increase the likelihood that students will seek help when they need it. In addition to mental health education, we must also prioritize early identification and intervention. According to a report by the Child Mind Institute, only 20 percent of children with mental health disorders receive treatment, and the average delay between onset of symptoms and treatment is 8-10 years. This delay can have serious consequences for students’ academic and social development. By training educators to recognize the signs of mental illness and providing them with resources for intervention, we can ensure that students receive the support they need as early as possible. However, it is not enough to rely solely on educators to address youth mental health issues. Parents also play a crucial role in supporting their children’s mental health. According to a study published in the Journal of Adolescent Health, parents who are knowledgeable about mental health and who talk openly with their children about mental health issues can help reduce the risk of their children developing mental health problems. By providing parents with information and resources, we can empower them to play an active role in supporting their children’s mental health. As a teen who lived through Covid, I have seen so many young people suffering from mental health issues. The schools can be a very good first step to identifying problems and providing resources but involved parents are essential to getting the help their kids need. I believe that Governor Murphy is correct and prioritizing youth mental health requires a comprehensive approach that involves both educators and parents. By providing mental health education, early identification and intervention, and resources for parents, we can work together so that students receive the support they need to thrive academically, socially, and emotionally.

https://www.nga.org/news/commentary/state-education-trends-for-2023/

Sources: National Institute of Mental Health. (n.d.). Child and Adolescent Mental Health. Retrieved from https://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health/index.shtml Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental health literacy: past, present, and future. The Canadian Journal of Psychiatry, 61(3), 154-158. Wei, Y., Hayden, J. A., Kutcher, S., Zygmunt, A., McGrath, P. (2013). The effectiveness of school mental health literacy programs to address knowledge, attitudes and help seeking among youth. Journal of School Health, 83(11), 926-935. Child Mind Institute. (2015). Children’s Mental Health Report. Retrieved from https://childmind.org/report/2015-childrens-mental-health-report/