Educators Important Role in the Mental Health of School Aged-Children and Youth

Why Educators Have an Important Role to Play in the Mental Health of School Aged-Children and Youth
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Why Educators Have an Important Role to Play in the Mental Health of School Aged-Children and Youth
Mental health is a state of an individual's psychological and emotional well-being that appropriately uses their emotional and cognitive abilities. Problems associated with mental health have raised concerns, and research shows that close to 792 million worldwide have mental-related disorders(SBMHSA Consortium, 2013). In Canada, mental illness affects over 1.2 million children and youth below 25 years(MacLeod, 2017). Statistics show that one out of every five children and youth has a mental condition such as anxiety, depression, attention deficit hyperactivity disorder (ADSD), learning disabilities, and eating disorders. In addition, many children and young people have milder but significant behavioral and emotional problems. However, despite the increased cases of mental health problems, only less than 20% of the affected population receives the appropriate intervention(SBMHSAConsortium, 2013). According to Engelhardt(2016), mental difficulties contribute to problems with relationships and achievement at school. In severe cases, they promote absenteeism, reduce student's concentration, increases dependability, and reduce academic performance. Therefore, promoting the psychological well-being of children and young people and protecting them from adverse experiences and risk factors may positively impactlearning.
Reasons why Educators have an important role to Play in the Mental Health of School Aged-children and Youth
* Educators promote mental health in the classroom.
Teachers have always played an important role in promoting the mental health of students. They educate children and youth about mental health practices and reinforce positive behaviors. They also carry out school-based interventions to contribute to mental health promotion. For example, a study by Daley (2016) indicated that educators who teach socio-emotional skills like conflict and emotional management and problem-solving skills promote students' socio-emotional competence and strengthen their psychological resilience. According to Engelhardt (2016), one of the crucial functions of teachers in schools is creating spaces and practices to promote the well-being of learners. Therefore, enhancing student's mental well-being in the classroom is equivalent to establishing and maintaining a positive classroom climate.
* Teachers detect mental health problems
The classroom serves as a platform for increasing mental health awareness, facilitating early detection, and referring cases to health care. Teachers often spend much time with students, giving them the upper hand of hearing the alarm call of learners with mental health issues even before demonstrating some symptoms(Daley, 2016). While in the classroom, the teacher can monitor the behaviors, concentration, attitude, and interest in-class activities to determine whether or not they are experiencing mental health-related issues. Abd El Latif et al. (2018) noted that unruly behavior in the classroom, challenges in the social sphere between students with mental cases and their peers, and radical changes in their academic achievements might indicate issues in the individual's well-being.
* Teachers are well equipped to identify barriers to mental health services.
Educators play an important role in students’ mental health because they perceive barriers that keep students from receiving the required mental health services. In Froese-Germain & Riel's (2012) study, teachers were asked to identify the potential barriers to mental health service provision in school. About 67% of teachers surveyed agreed that stigma associated with receiving mental health services is a potential barrier (Froese-Germain and Riel). Otherattributed the barrier to a lack of coordination between the school and the parents(Froese-Germain & Riel, 2012). About 43% of teachers identified language and cultural barriers associated with culturally diverse students as a potential problem (Froese-Germain & Riel, 2012). ...