School personnel and students agree that mental health issues need to be addressed at school, but key differences in how to do so exist

Up to one in five school-age children in the US have a diagnosable mental health condition in a given year. Self-injurious behaviors and suicide are also on the rise among young people. Given that teachers and other school personnel who regularly interact with students (e.g., school administrators, counselors and support staff) are often the first point of contact for a student who is experiencing mental distress, understanding the context of mental health in schools is critical.

To do so, a new University of Michigan Depression Center study asked both personnel and students their thoughts on existing mental health resources and practices at school and their preferences around addressing student mental health.

In a new paper in the European Journal for Person Centered Healthcare, a U-M team shares the results of the personnel and student surveys, which reported important differences between how the two groups see student mental health needs.

Key findings and conclusions of the study include:

  • Personnel are by and large committed to learning more about mental health topics, feel mental health training is relevant to their job, and are interested in acquiring mental health knowledge through training
  • High school students report that their teachers do not speak with them about mental health issues frequently, though teachers report otherwise, indicating that designated mental health check-in times or other methods may be needed.
  • Even small steps such as class activities about mental health or mental health information on their school’s website would make high school students feel more supported.
  • Comprehensive school protocols and policies around student mental health are needed.
  • School personnel need more training to acquire the basic vocabulary, skills, and confidence needed to effectively recognize and address student mental health issues.
  • With little time among school personnel, brief trainings that can be incorporated into professional development days, on-demand training modules, and resources with simple classroom exercises should be considered.
  • Students should be part of the needs assessment and priority setting processes around school mental health.

A total of 254 school personnel from 3 school levels and 756 high school students responded to the surveys, which included both quantitative and qualitative questions.

When asked about their greatest concern related to student mental health, one personnel said, “There is not a culture of emotional safety in our society and social/emotional education is not incorporated into our K-12 and higher ed programs.” Similarly, when asked about what mental health issues they think are most concerning to other students in their schools, one student noted, “Almost everyone I know has depression and/or anxiety and our school isn’t addressing it properly.”

“The results of this research support the notion that all stakeholders need a ‘seat at the table’ to effectively address an issue”, says Danielle Taubman, M.P.H., the study’s lead author and program evaluation specialist at the Depression Center. “In this case, both school personnel and students should be part of an ongoing conversation to tackle the mental health crisis in our schools.”

This research is an important first step toward understanding both the personnel and student perspectives. The findings from this study will be used to support the development and implementation of school-based, person-centered mental health trainings and the enhancement of existing resources, support, and interventions.