essay about mental health red flags

Mental health red flags: How to recognize them and offer help

When someone you love is hurting, it’s natural to be concerned. But it can be difficult to know when – and how – to help.

Dominique Dietz, director of Behavioral Health for OSF HealthCare , says that it’s not as simple as a specific symptom or behavior being an automatic sign of mental or emotional distress. Instead, look for changes in behavior.

“You want to be able to know their baseline and see if that has changed,” she said. “You can ask yourself, is this person behaving differently than what I would expect normally?”

Dominique explained that most red-flag behaviors will fall into one of three categories.

• Physical functioning. Are they sleeping too much or not enough? Have their eating patterns changed? Have their energy patterns changed, such as a person who typically is energetic acting lethargic or someone who exercises regularly seeming fatigued?
• Emotional functioning. Is the person acting more irritable? Do they appear to be more easily frustrated? Are they crying more often?
• Cognitive functioning. Are there changes in the way a person is interpreting or internalizing events? Are they having illogical responses to things that they would normally handle logically?

Sometimes, the signs of a mental or emotional struggle can be subtle. Other times, they might be drastic. Behaviors that should warrant an immediate response include:

• Increased substance use (drugs or alcohol)
• Not getting out of bed for days at a time
• Suicidal thoughts or thoughts of hurting someone else

We all struggle. When should I be concerned?

We all experience stress , sadness and many different emotions, and we express them in different ways.

What might be a healthy form of expression for one person could be a warning sign for someone else.

Consider, for example, a person who makes a drastic change to their appearance.

One person might dye their hair green for fun. They continue to function in their day-to-day life in essentially the same way, just with a different hair color.

But someone who drastically changed their appearance and also stopped showing up for work or school, or was acting erratically, could be experiencing some mental or emotional distress.

“In order to be concerned about a person’s behavior, it would need to be larger pattern of behavior that involved other red flags,” Dominique said.

Look for patterns or escalating behaviors.

Approaching the conversation

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When you recognize someone might be struggling, the next step is to offer them help. Broaching the subject can be scary, but being honest and compassionate will help you get started.

“Most times, individuals are nervous or even scared to bring up these things with their loved ones. The best way to go about these situations is being direct. Ask your loved one, ‘Do you need help? And If so, let me help you, get the help you need,’” Dominique said. “ It may be hard to be direct but it is worth it.”

“Be present, listen, and be available for them. Work together to get the right resources,” she said.

Giving someone the space to open up and share their experiences is an important part of recovery. Because of the stigma of mental health disorders, people sometimes feel ashamed or reluctant to admit they might be struggling.

Try to avoid phrases like “You’re fine,” “You’re going to be OK,” or “Can’t you just …”

“What they need from you is to know you are there for them, listening and want to help,” Dominique said.

Seeking help

Many different resources and types of mental health care are available, and it can become overwhelming to find the right one.

“OSF offers a program that helps people access resources that they need. This program offers a single point of contact for them,” Dominique said.

That point of contact is a behavioral health navigator , a person who is trained to help you decide what type of care will be most helpful for you and connect you with resources in your community. To get started, call (309) 308-8150.

A similar service, called Resource Link , is available through OSF HealthCare Children’s Hospital of Illinois with a focus on providing resources to children and teens.

SilverCloud is also available for adults to manage the feelings and causes of depression, anxiety or stress through an online platform.

All of these services are free for anyone to access.

“It is important that we are present, listen and support one another,” Dominique said.

Last Updated: August 2, 2022

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Mental Health Essay

Introduction

Mental health, often overshadowed by its physical counterpart, is an intricate and essential aspect of human existence. It envelops our emotions, psychological state, and social well-being, shaping our thoughts, behaviors, and interactions. With the complexities of modern life—constant connectivity, societal pressures, personal expectations, and the frenzied pace of technological advancements—mental well-being has become increasingly paramount. Historically, conversations around this topic have been hushed, shrouded in stigma and misunderstanding. However, as the curtains of misconception slowly lift, we find ourselves in an era where discussions about mental health are not only welcomed but are also seen as vital. Recognizing and addressing the nuances of our mental state is not merely about managing disorders; it's about understanding the essence of who we are, how we process the world around us, and how we navigate the myriad challenges thrown our way. This essay aims to delve deep into the realm of mental health, shedding light on its importance, the potential consequences of neglect, and the spectrum of mental disorders that many face in silence.

Importance of Mental Health

Mental health plays a pivotal role in determining how individuals think, feel, and act. It influences our decision-making processes, stress management techniques, interpersonal relationships, and even our physical health. A well-tuned mental state boosts productivity, creativity, and the intrinsic sense of self-worth, laying the groundwork for a fulfilling life.

Negative Impact of Mental Health

Neglecting mental health, on the other hand, can lead to severe consequences. Reduced productivity, strained relationships, substance abuse, physical health issues like heart diseases, and even reduced life expectancy are just some of the repercussions of poor mental health. It not only affects the individual in question but also has a ripple effect on their community, workplace, and family.

Mental Disorders: Types and Prevalence

Mental disorders are varied and can range from anxiety and mood disorders like depression and bipolar disorder to more severe conditions such as schizophrenia.

• Depression: Characterized by persistent sadness, lack of interest in activities, and fatigue.
• Anxiety Disorders: Encompass conditions like generalized anxiety disorder, panic attacks, and specific phobias.
• Schizophrenia: A complex disorder affecting a person's ability to think, feel, and behave clearly.

The prevalence of these disorders has been on the rise, underscoring the need for comprehensive mental health initiatives and awareness campaigns.

Understanding Mental Health and Its Importance

Mental health is not merely the absence of disorders but encompasses emotional, psychological, and social well-being. Recognizing the signs of deteriorating mental health, like prolonged sadness, extreme mood fluctuations, or social withdrawal, is crucial. Understanding stems from awareness and education. Societal stigmas surrounding mental health have often deterred individuals from seeking help. Breaking these barriers, fostering open conversations, and ensuring access to mental health care are imperative steps.

Conclusion: Mental Health

Mental health, undeniably, is as significant as physical health, if not more. In an era where the stressors are myriad, from societal pressures to personal challenges, mental resilience and well-being are essential. Investing time and resources into mental health initiatives, and more importantly, nurturing a society that understands, respects, and prioritizes mental health is the need of the hour.

• World Leaders: Several influential personalities, from celebrities to sports stars, have openly discussed their mental health challenges, shedding light on the universality of these issues and the importance of addressing them.
• Workplaces: Progressive organizations are now incorporating mental health programs, recognizing the tangible benefits of a mentally healthy workforce, from increased productivity to enhanced creativity.
• Educational Institutions: Schools and colleges, witnessing the effects of stress and other mental health issues on students, are increasingly integrating counseling services and mental health education in their curriculum.

In weaving through the intricate tapestry of mental health, it becomes evident that it's an area that requires collective attention, understanding, and action.

  Short Essay about Mental Health

Mental health, an integral facet of human well-being, shapes our emotions, decisions, and daily interactions. Just as one would care for a sprained ankle or a fever, our minds too require attention and nurture. In today's bustling world, mental well-being is often put on the back burner, overshadowed by the immediate demands of life. Yet, its impact is pervasive, influencing our productivity, relationships, and overall quality of life.

Sadly, mental health issues have long been stigmatized, seen as a sign of weakness or dismissed as mere mood swings. However, they are as real and significant as any physical ailment. From anxiety to depression, these disorders have touched countless lives, often in silence due to societal taboos.

But change is on the horizon. As awareness grows, conversations are shifting from hushed whispers to open discussions, fostering understanding and support. Institutions, workplaces, and communities are increasingly acknowledging the importance of mental health, implementing programs, and offering resources.

In conclusion, mental health is not a peripheral concern but a central one, crucial to our holistic well-being. It's high time we prioritize it, eliminating stigma and fostering an environment where everyone feels supported in their mental health journey.

Frequently Asked Questions

• What is the primary focus of a mental health essay?

Answer: The primary focus of a mental health essay is to delve into the intricacies of mental well-being, its significance in our daily lives, the various challenges people face, and the broader societal implications. It aims to shed light on both the psychological and emotional aspects of mental health, often emphasizing the importance of understanding, empathy, and proactive care.

• How can writing an essay on mental health help raise awareness about its importance?

Answer: Writing an essay on mental health can effectively articulate the nuances and complexities of the topic, making it more accessible to a wider audience. By presenting facts, personal anecdotes, and research, the essay can demystify misconceptions, highlight the prevalence of mental health issues, and underscore the need for destigmatizing discussions around it. An impactful essay can ignite conversations, inspire action, and contribute to a more informed and empathetic society.

• What are some common topics covered in a mental health essay?

Answer: Common topics in a mental health essay might include the definition and importance of mental health, the connection between mental and physical well-being, various mental disorders and their symptoms, societal stigmas and misconceptions, the impact of modern life on mental health, and the significance of therapy and counseling. It may also delve into personal experiences, case studies, and the broader societal implications of neglecting mental health.

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Red Flag: Mental Health in Utah

This is a problem, root/cause analysis.

Utah’s mental health statistics have been higher than national data in the last two years. The state reported 20.7% of adults with mental illnesses in 2019 when the U.S. had 20.2% (Mental Health America [MHA], 2020). The 2020 prevalence data shows that 19% of Americans experienced mental illnesses while the rate was 25.25% for Utah State (MHA, 2020). The prevalence of mental diseases has increased worldwide in the last year due to the pandemic.

Access to mental healthcare continues to be a concern in the U.S. and worldwide. The number of uninsured adults with mental disorders rose by 0.5% from 2019 to this year’s 10.8% (Mental Health America, 2021). Such an upsurge should raise the alarm as the first time a surge of uninsured Americans was reported since the Affordable Care Act (ACA) passage. Utah documented 11.7% of uninsured adults with mental illnesses between 2020 and 2021 (MHA, 2021). Positively, Utah’s rate of adults who did not receive care in these years was at 51.2% lower than the national rate of 57% (MHA, 2021).

According to the World Health Organization (WHO, 2020), “COVID-19 pandemic has disrupted or halted critical mental health services in 93% of countries worldwide” (para. 1). Low-income countries are grappling with the number of untreated mental health patients, reaching 80% in 2020 (WHO, 2020). Funding has left most patients untreated as low-income countries allocate only 1% of their health budgets to mental health (WHO, 2020). Globally, anxiety and depression are the leading mental health illnesses in both high and low-income countries.

Mental health illnesses result from environmental, lifestyle, genetic, and brain chemistry factors. Ecological factors include domestic violence, unemployment, physical diseases, and abuse, while lifestyle factors comprise lack of enough sleep, poor diet habits, and use of drugs (Furnham & Swami, 2018). Genetic factors contribute to illnesses that run in families, such as schizophrenia. Since medications for some mental disorders work through brain chemicals, scientists feel that dopamine and serotonin could link with the illnesses (Furnham & Swami, 2018). Nevertheless, most mental health diseases tend to be very personal and cannot be explained by these factors.

Furnham, A., & Swami, V. (2018). Mental health literacy: A review of what it is and why it matters . International Perspectives in Psychology , 7 (4), 240-257.

Mental Health America. (2020). 2020 ranking guidelines .

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“Teachers Often See the Red Flags First”: Perceptions of School Staff Regarding Their Roles in Supporting Students with Mental Health Concerns

• Original Paper
• Published: 23 September 2021
• Volume 14 , pages 402–415, ( 2022 )

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• Gina Dimitropoulos 1 , 2 ,
• Emma Cullen 2 ,
• Olivia Cullen 1 ,
• Chris Pawluk 5 ,
• Alan McLuckie 1 , 2 ,
• Scott Patten 2 , 3 ,
• Andrew Bulloch 2 , 3 ,
• Gabrielle Wilcox 4   na1 &
• Paul D. Arnold 2 , 3   na1  

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To date, minimal research has explored the perceptions of secondary school staff regarding their realized and potential contributions to the redress of mental health stigma and support of students with mental health concerns within school environments. The aim of this study was to identify and describe the practicable roles school staff perceive of themselves to hold with respect to promoting mental health, challenging stigma, and responding to student mental health problems. Using an interpretive qualitative approach, semi-structured interviews were conducted following purposive and convenience sampling of school staff ( n  = 48) including classroom teachers, school counsellors, psychologists, administrators, and various support staff members employed with two secondary schools in southern Alberta, Canada. A structured interview guide was utilized to assess the roles, tasks, and processes school staff undertake to assist students with their mental health concerns. Four main themes inductively emerged from the data: (1) Relationships matter: Establishing and maintaining strong relationships with students, their caregivers, and other staff members are critical to addressing student mental health issues; (2) Empathetic and receptive communication is an antidote to stigma: Various communication processes contribute to disclosures of mental health concerns and challenges; (3) Connecting and facilitating timely access to the right person is key for students experiencing emotional crises ; and (4) Facilitators and barriers to addressing student mental health concerns . Clinical implications and policy recommendations are provided to inform directions for administrators, educators, and caregivers regarding student mental health supports.

Levels of Evidence: Qualitative study.

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This study is funded by Brain and Mental Health Strategic Research Fund, University of Calgary, and the Alberta Innovates Translational Health Chair in Child and Youth Mental Health.

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Gabrielle Wilcox and Paul D. Arnold are co-senior authors.

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Faculty of Social Work, University of Calgary, Professional Faculties, MLT 301, 2500 University Dr NW, Calgary, AB, T2N 1N4, Canada

Gina Dimitropoulos, Olivia Cullen & Alan McLuckie

The Mathison Centre for Mental Health Research and Education, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada

Gina Dimitropoulos, Emma Cullen, Alan McLuckie, Scott Patten, Andrew Bulloch & Paul D. Arnold

Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada

Scott Patten, Andrew Bulloch & Paul D. Arnold

Werklund School of Education, University of Calgary, Calgary, AB, Canada

Gabrielle Wilcox

Rocky View Schools, Rocky View, AB, Canada

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Dimitropoulos, G., Cullen, E., Cullen, O. et al. “Teachers Often See the Red Flags First”: Perceptions of School Staff Regarding Their Roles in Supporting Students with Mental Health Concerns. School Mental Health 14 , 402–415 (2022). https://doi.org/10.1007/s12310-021-09475-1

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‘Red Flags’ in Mental Health Triage

Triage generally is a process of sifting and prioritising both in terms of urgency and relevance. ‘Red flags’ in mental health identify and place urgency on important items such as suicidal ideas or command hallucinations.

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Robert Colgate

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Clare Dieppe

Triage generally is a process of sifting and prioritising both in terms of urgency and relevance. In mental health triage can be undertaken face to face or via telephone: ‘red flags’ include suicidal ideas, intent or actions, violence and aggression set in the context of psychosis and specific items such as command hallucinations, delusional misidentification and grandiose delusions.

Older adults who present with purposeless wandering especially at night will often be ‘red flagged’ too.

In the early noughties (2000s) mental health services in Bridgend, South Wales in the United Kingdom and in Melbourne in Australia simultaneously developed triage scales suitable for processing large numbers of urgent and routine referrals into both adult and old age mental health services.

Mental health nursing academics Natisha Sands and Steve Elsom developed a variety of teaching and training materials in Australia (some of which are now available on website ukmentalhealthtriagescale.org ) while Dr Robert Colgate produced training materials suitable for NHS staff in the United Kingdom.

A substantial series of case scenarios suitable for rating using the triage scale have already been developed – one set of twenty is available as an iBook (search author Robert Colgate). the scenarios cover a range from urgent to routine allocations suitable for a classroom setting.

In addition to written material there is an obvious need for audio training resources – especially telephone calls. I want to collaborate with members of the Q community to extend the range of training materials to include practical advice for front line mental health staff. We already have an list of ‘frequently asked questions’ (FAQs) including situations where the triage decision is challenged or when the pressure of work is overwhelming …

There is already considerable local interest in developing case scenarios specific to perinatal psychiatry and for child and adolescent mental health services (CAMHS).

I want to produce a stand alone training resource, ideally audiovisual, to address the list of FAQs in a supportive and non confrontational style. All genuine offers of assistance gratefully received!

Line drawing by Andy Frazer (Dragons of Wales).

How you can contribute

• Are there any existing educational resources that consistently work well for explaining these 'red flags'?
• Are any of the Q community interested in developing the resource?
• Are there colleagues working in the areas of perinatal psychiatry and CAMHS who would be willing to write case scenarios based on the existing iBook template?

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• Mental health
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• Person-centred care
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Mohamed Amin 25 May 2018

Hi Robert, Really pleased to see your initiative. I am a GP and work quite a few sessions for Clinical Advise Service of NHS111 and there is quite a bit of challenging mental health triage on every shift I work. I also have a few scenarios to contribute.

Please let me know if I can be of any help. email- [email protected]

Paul Harris 14 May 2018

Hi Bob more than happy to meet up over a working lunch to chat through the ideas etc. Just let me know when available and I will add you to my scheduler if you wish so I can co ordinate couple of short meetings.

Robert Colgate 12 May 2018

Anna - thanks for this! I do have some outline material for CAMHS scenarios. Happy to share. Kind regards Bob

Anna Burhouse 11 May 2018

great to to see a mental health initiative being proposed. I work in CAMHS, just across the bridge in Gloucestershire and would be happy to help think through some ideas with you and others.

I also wonder if there are creative ways to make the training more interactive, as it's already hard to keep up with the large amounts of stat and man training we have to do? Could you do some creative videos/ art work or ask young people to get involved, or reach out to the student community to help you produce this? I have often worked with tutors from local universities and art colleges to set a real life challenge as part of their curriculum and the response has always been amazing

Good luck and thanks for posting this idea

best wishes

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Red Flags in Mental Health—What Parents Should Know

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According to a study led by Luther Kalb, PhD, a researcher at Kennedy Krieger Institute, psychiatric emergency department visits among youth ages 6 to 24 increased by 28 percent between 2011 and 2015. Visits spiked 54 percent for teens, 53 percent for African-American youth, and 91 percent for young Hispanic patients. Suicide-related visits climbed more than two-fold during the study period.

Mental health conditions are common among teens and young adults. One in five live with a mental health condition—half develop the condition by age 14, and three-quarters develop it by age 24.

Adolescence isn’t an easy time for parents, either. Tumultuous transitions can occur for teenagers and run the gamut from physical, emotional and hormonal changes to sexual, social and intellectual changes. The parenting experience changes rapidly as a child ages and becomes a teenager. Many parents feel ill-equipped for these new transitions and find it difficult to identify mental illness in their children.

Discerning between typical change in your teenager and a behavioral red flag signaling something more serious is occurring is a challenge. There are no simple tests to determine if something is wrong, though evaluation and diagnosis by a competent psychiatrist, psychologist, social worker, psychiatric nurse, mental health counselor or behavioral therapist is very helpful. Overcoming shame and fear are essential to seeking a proper evaluation.

It is important to seek counseling or medication assistance for your teen before an emergency room visit becomes the only option. Some red flags are listed below—these signs may indicate anxiety or mood disorders, clinical depression, eating disorders, drug abuse, or other mental health diagnoses.

• Excessive sleeping (sleepiness beyond the usual teenage fatigue) or insomnia, difficulty sleeping, frequent nightmares
• Abandonment or loss of interest in favorite pastimes or activities
• Unexpected or dramatic decline in academic performance
• Weight loss
• Loss of appetite
• Excessive worrying or fear
• Extreme mood change or confused thinking
• Delusions or hallucinations
• Substance abuse (alcohol or drugs, including prescription drugs)
• Ideas of suicide
• Multiple physical ailments without obvious causes (headaches, stomach aches, etc.)
• Hyperactive behavior or routine lethargy
• Frequent temper tantrums, aggression or harm to self or others

This is not an exhaustive list. A competent mental healthcare provider can evaluate your teenager using the Diagnostic and Statistical Manual of Mental Disorders as a guide.

If you are worried about your teenager, contact these sources for help:

• Kennedy Krieger Institute: call 443-923-7600, ext. 2 , or request an appointment online .
• National Alliance on Mental Illness (NAMI): send an email to [email protected] or call 1-800-950-NAMI (6264); locate your local NAMI for support groups and resources .
• National Suicide Prevention Lifeline: call 1-800-273-TALK (8255)
• Substance Abuse and Mental Health Services National Helpline: call 1-800-662-HELP (4357)

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Peer Help for Mental Health: ‘We Learn the Red Flags to Watch For’

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The pandemic has exacerbated anxiety and depression among young people. Some schools are training students to help spot early signs of mental illness in their peers, and connect them with adult support. Sofia Mendoza is one of those trained students. She’s a senior at Hilliard Davidson High School, in Hilliard, Ohio, and works on the school’s “Hope Squad.” This interview has been edited for length and clarity.

The pandemic has affected a lot. Now there’s a learning gap, so school has become a lot more of a stressor for students than it was before, and it causes more anxiety, and people need more help. Some students’ families have lost jobs, so they’ve got a lot more issues. They’re heavier issues that they’re dealing with now.

When I see that my friend is struggling in school when they usually don’t, or they’re super stressed out and it’s not related to tests, it’s more what they’ve been going through, then I’m more concerned. There are preventive actions we can take.

I was already doing this with my peers. I would check in on them, making sure that they’re OK. Then I heard that Hope Squad was coming, and I was elected into it [by my peers]. And it made sense with what I was already doing. Like, if I knew a friend was struggling, I now had a new kind of toolkit I could pull from to have a more-educated conversation with them. That helped a lot.

From our training, we learn the red flags to watch for. Once we know what they need, we’re just guiding them towards it. Some students won’t get help because they’re just afraid to ask for it. But if a peer knows, and if their struggle is seen and heard, then they’re able to say, OK, yes, I do need the help. And we can get them to go to an adult themselves.

If it escalates to a point where you’re afraid for their life, like if a student straight-out says, “I want to commit suicide, I don’t want to be here anymore,” you need to contact an adult, because you don’t know what that student might do next.

I’ve had referrals from other students, too, who were dealing with a situation with another student, and didn’t know what to do. They needed someone else, and they came to a Hope Squad member.

Recently, one of my peers who’s had a series of mental health issues—and gotten help before—they weren’t doing well in school. They’d failed a test and wouldn’t reach out for help. We tutored them and got them help, but unfortunately they had a parent who’s had some health issues, and that was an added stress.

Once we saw all of that, we knew we had to contact our school counselors. We talked to the student, and she realized that she does need help, and she needed it more than ever. She was admitted to a mental health program [outside school] and has now received a lot of help. She’s doing a lot better now.

Trying to ‘spread as much kindness as I can’

Last week, on social media, one of my friends’ stories was like, “Give me reasons to live. I bet you can’t name two.” I was kind of shocked because they were kind of under my radar. I thought they were doing well. So I DM’ed them and I said, “I have a few [reasons to live].” And I gave them a bunch.

And I was like, I want to see what kind of color you dye your hair next time, because they always have dyed hair. And I let them know, like, there’s someone else that, like, I know we’re not that close, but I care about you, you know? And I want to see you every day. And so I told them that.

I thought they were doing better, so I kind of left that situation alone a little bit, but I checked in, and they were to a point where I didn’t have to inform my counselor. But I’m still continuing to check on them. And if anything changes I will.

Hope Squad does more things, too. We also promote positivity throughout our school, like kindness, and letting our students know that they’re heard, and that we want them to be seen, and that we care about them, and we’re there for them no matter what. That’s a major part of why I joined Hope Squad.

I’m that student that kind of over-commits. Going into my freshman year, I didn’t realize that if I give so much, I won’t have enough energy to give. I kind of lost myself a little bit. But part of Hope Squad is self-care. So I learned that it’s OK to be a little selfish sometimes, like rein it in, make sure that you’re doing OK before you help others.

I also have my fellow Hope Squad who will help me any day of the week, so I also have them to lean on. I also go to the advisory team in our building for advice. If I’m feeling stressed or if I have a situation that is beyond what I know to help. And they always check in on us, too.

Being on Hope Squad has taught me to branch out. Freshman year I was maybe kind of introverted, and would stay with my niche, my kind of friends, like the nerds, you know? And now I can say I’ve talked to a bunch of different people, different groups. Now if I see a kid in the hallway and they look like they’re not having such a great day, I’ll compliment them or something, just try to spread kindness as much as I can.

Coverage of whole-child approaches to learning is supported in part by a grant from the Chan Zuckerberg Initiative, at www.chanzuckerberg.com . Education Week retains sole editorial control over the content of this coverage.

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15 'Red Flags' That May Mean You Have 'High-Functioning' Anxiety

In a society that values busyness and productivity, people struggling with “high-functioning” anxiety can be easily overlooked. People may say, “You’re just stressed” or “You just need to rest,” without realizing someone is struggling with a very real mental health issue. When this happens, it’s easy to question whether you’re actually struggling with your mental health… or just struggling to keep up.

That is why we asked members of our Mighty mental health community who struggle with anxiety to share one “red flag” that made them realize they had “high-functioning” anxiety. Because when everything seems OK on the outside, it can often be hard to validate your struggle and to actively seek help. Just because everything appears “fine” on the outside doesn’t mean you don’t deserve help.

Here’s what they had to say:

1.  “[I knew] when I talked to friends and realized they don’t worry about every situation. But I’m able to still lead a normal life in constant worry.” — Chris W.

2.  “I have a 3-year-old. I wake up every day and take care of him. Even during a panic attack, all I can think about is keeping him safe and not scaring him. There are days I wish I hadn’t woken up, and then I see his happy face and he pushes me forward. The fact that I have done this for three years and still push forward, that’s my red flag.” — Corrie W.

3.  “I can keep a face of cool, calm, collected on in situations that might cause panic for others. I have always been picked at prior jobs to do hospital runs with clients or even with friends — I am the one who takes them when they have surgery or need support in a stressful situation.” — Stefanie H.

4.  “Realizing that my over-ambition and need to always be busy was actually me hiding and running away from my anxiety. I was always told I was smart, so I felt like I needed to be perfect, until the stress of it all made me break down and get professional help. That’s when I realized my ‘neurotic personality’ was actually an anxiety disorder.” — Carmela M.

5.  “When I’d go to therapy and keep a straight face all the way through and not cry.” — Catherine W.

6.  “When my boss told me I was amazingly cool under fire (when we had emergencies and such), and didn’t believe me at first when I told him I needed a break after talking to a very angry customer. The sick, voracious ‘butterflies feeling’ was rising fast, and he thought I was joking until it started showing on my face.” — Ariel M.

7.  “When I’m having an anxiety attack, all I can think about is how I should be reading this chapter for class or working on this essay, but instead of working, I’m freaking out.  Another one is how alert I am for something bad to happen because I always expect a worse case scenario so I’m ready for it and can act if it happens. It does mean I’m always on my toes, but I’ve had cases before where something I anticipated happens, and while others were freaking out, I could make light of the situation and tell people what needed to be done so they could do it.” — Audra B.

8.  “When I can finally see that I am working so hard to ‘hold it together’ in public, but realizing once I’m home I am barely staying above water.” — Jo A.

9.  “Even when I’m feeling really anxious, I don’t always have a complete meltdown. I can still be at work and get things done. And when I tell people I’m feeling really anxious at that point in time, they don’t always believe me. Just because I feel anxious doesn’t mean I look it.” — Katelyn W.

10.  “I have panic attacks at the idea of getting out of the house, but when I do get out, I look like nothing ever happened.” — Livia S.

11.  “Once I realized how draining social interactions truly were for me and how much I need alone time to decompress after being around people (work, parties, family).” — Elizabeth N.

12.  “I was constantly doing too much, too many things, too fast — and even in the middle of a massive anxiety attack, I wouldn’t stop. I just kept going and I refused to ask for help.” — Erin G.

13.  “After a very stressful day, I must have finished locking up my job and got halfway home on autopilot and I don’t remember anything I had done or even if I had closed up properly.” — Louise E.

14.  “I was sitting eating lunch with a friend and I suddenly realized I didn’t want to go home because I was terrified what I was going to do to myself.” — Katie S.

15.  “When my boyfriend asked me why I wasn’t my cheerful self. He told me I would just sit on the couch and switch though channels. I didn’t realize my anxiety turned into depression until he pointed it out to me. Then I realized I had anxiety and that must be why I kept throwing up and not sleeping. I had no idea what was wrong, but now I got help and I haven’t had a pain attack in one month and the depression is almost all gone.” — Sophia M.

Hi wonderful humans! My name is Haley -- dog mom, creator, storyteller and advocate. I joined The Mighty because I believe we heal and support one another by sharing our beautiful but sometimes difficult stories. Like many of you, I'm in the process of learning to have compassion for both the darkness and light that lies within me. I'm so glad you and I are here, because we are #MightyTogether.

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Should you mention your history with mental health issues in your medical school application? Plus, what issues often affect disadvantaged students and URMs?

Our episodes are recorded live on Facebook at 3pm ET on most weekdays. Like the page to be notified.

For more help on your medical school application, check out The Premed Years Podcast .

[00:26] Question of the Day

Q: “I was wanting to know how medical schools view mental health and if that’s something that we should disclose to medical schools or if that’s still kind of a taboo in society?”

A: This is a very tough question. But this is something I talk a lot about because it’s always something that is top of mind for students who have struggled with mental health.

And ultimately, the question that medical schools have when they’re looking at an application is: Will this student succeed in our medical school? Will this student represent our medical school to the fullest? Will this student finish medical school in the time we have allotted, which is typically four years for most medical schools?

If students are taking longer to graduate medical school, that’s typically something they have to report for accreditation purposes. They don’t like reporting stuff to the accreditation bodies.

Medical schools are looking at GPA, MCAT score, and the rest of the application to see if the student is going to do well in their school. And if you have a history of any mental health struggles and you have a demonstrated issue because of the mental health struggles that you have, this is going to start to raise some red flags for medical schools.

By demonstrated issues, meaning, they’re going to look at whether you had to take time off of undergrad. Did you fail out of a semester? Did you have to withdraw a semester or take a year off or whatever that journey looks like?

If you have an academic record, that’s stellar. If you didn’t miss any classes and did well in undergrad and did well on the MCAT. And then you have depression or have bipolar, but your academic history says, you’re doing okay, it’s probably not going to be an issue.

[02:52] Should You Discuss Your Mental Health Issues?

There is a huge stigma in our society around mental health. And you would hope it’d be less in medical school admissions, but we’re all healthcare professionals. We want to take care of people with mental health. At the end of the day, they are still individuals reviewing applications.

Maybe you won’t have to focus on it 1,000% because the point of the application is really about why you want to be a doctor. If part of that reason of why you want to be a doctor is because of your mental health struggles, go for it. But also need to understand that it could be a red flag for some medical schools. They may not look at the application because of that, which stinks. But that’s just the way it is.

[04:11] Discussing Breaks in Your Education Due to Mental Health Issues

Q: Is it best for students who have taken time off to not disclose that about their mental health?

A: In the primary application, there really isn’t any specific place for disclosing time off. Where a lot of time off comes from, in terms of answering that question, is in secondary essays. A lot of schools will ask if you had any breaks in your education, and that’s where you can talk about those breaks in your education. Now, it is completely individual. You may have had multiple breaks. Someone else may have had just one semester to deal with something and so on.

At the end of the day, try to put yourself in the shoes of the admissions committee. If you’ve had multiple breaks and multiple issues over the period of your undergrad career, you will likely need breaks again throughout medical school because medical school is that much harder. Your sleep is going to be less and self-care is going to be less. And that exacerbates mental health issues. So a person reading that will probably assume that you’re going to need a lot of extra help in medical school.

If you can potentially frame it in a different way, then you can try that. But if you just really want to be you and you want schools to accept and support you, that’s another potential argument for why you should disclose.

If you’re going to apply to 20 schools and you disclose your mental health struggles and taking time off, and there are five schools that are okay with it, then great. You can be who you are in those schools. And you can step forward and be honest and go ask for help.

On the contrary, some students who may avoid putting stuff on an application may be scared to go seek help. And so students suffer in silence, which isn’t good either.

[07:00] Mental Health Support

Q: Do medical schools offer any type of mental health services? Do they do anything at all to help check on you and just make sure that you, as a student, are okay and to help lift that burden?

A: As you go through this process and you’re looking at schools to apply to, either ask students who go to that school or search anywhere online where you can find students at those schools. Ask them if they have resources for mental health stress, or testing anxiety, or whatever. A lot of schools will have that in place because they know that they need it.

[08:12] How Do They Look Upon LGBT Applicants

Q: How do you think medical schools view being LGBT?

A: It’s something that that is just looked at separately. A lot of schools may look at it at some secondary essays. They may ask if you identify as part of the LGBT community. And it’s a simple yes, no, or essay type response. Schools will use that to add diversity to their class.

It’s a very med school-specific thing to determine how they potentially ask those questions, and how they weigh that into a diversity conversation.

It’s just another part of the application. It’s another part of who you are as a student. Medical schools are going to look at all the applications holistically. And a lot of students roll their eyes with that word. Holistically doesn’t mean they’re not looking at your scores. But it means that if you have shown yourself academically capable of succeeding in medical school, they’re going to look at your whole application to determine who you are.

Again, it’s not about being LGBT or whether you have mental health issues. It’s just part of your story and the whole application.

[11:30] Going Against Religion or Personal Beliefs

Everyone’s an individual. We all have our own beliefs and our own thoughts about religion and the LGBT community and everything else. Unfortunately, not everyone is open, progressive, and accepting of everyone. And that’s their own issue to deal with. 

Depending on the state, depending on the hospital, there are going to be policies and procedures in place to have them be able to take care of people that they may not specifically want to take care of.

That being said, there’s no need to disclose with medical schools to say it’s against their religion so they wouldn’t want to care for this type of patient.

[12:31] Can’t Afford to Fly Out to Interviews

Q: What do you recommend for students who can’t afford to fly out for interviews?

A: You need to understand that the application process is expensive – from the primary applications to the secondary applications, to having a suit to wear for the interviews, to actually flying and staying in a hotel, food, and everything – while you’re traveling.

Check out the Medical School Applications Cost Estimator and use it to estimate the costs of applying. You just need to budget and save as much as you can before you apply.

The worst thing that you can do is apply to medical school, drain all of your funds, and when it comes to getting an interview going, you can’t go. That just shows them that you probably didn’t plan very well. And that shows a part of who you are.

For example, Carle Illinois College of Medicine, which is a relatively new school, doesn’t do interviews. They do a video recorded-type response, but they don’t do in-person interviews. So that’s one school out of almost 200 that doesn’t do interviews.

I don’t see interviews changing because humans need to have someone sit in front of them. Although data shows that’s not necessarily true to be able to get to know someone and have that interaction. But that’s just the way it’s been and it’s probably going to be that way for a long time.

Moreover, there is a benefit to going to the schools and seeing the school and seeing the culture and talking to students and looking at facilities. I personally think an in-person interaction is always the best.

I’m not saying the interview process typically is the best to do in-person. In fact, there are a lot of issues with in-person interviews and the MMI, hopefully, is fixing some of that. That being said, Skype interviews for a lot of people would definitely be beneficial. It would help overcome a lot of the financial barriers for disadvantaged students.

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Children's Mental Health Awareness Day: Red Flags In Students' Behaviour, How Teachers Can Help

Children's Mental Health Awareness Day 2024: Compared to physical health, awareness about mental health has always lagged not just in India, but globally. And when it comes to children's mental health, awareness is further lacking. It's essential to ensure the sound mental health of kids because they are the future of tomorrow and only healthy children grow up to be healthy adults. Every year, Children's Mental Health Awareness Day is observed on May 7. May 7 also marks the beginning of Children's Mental Health Awareness Week, which culminates on May 13.

Schools and teachers play a significant role when it comes to the mental health of children. Alka Kapur, Principal of Modern Public School, Shalimar Bagh, shares that while it's normal for children to act impulsively, it's essential to look out for signs of emotional instability, often characterised by frequent and extreme mood swings. " In recent years, depression among students has become a pressing issue in schools around the globe. Recognising the importance of this issue, schools should take specific measures to deal with students' challenging emotional and psychological behaviour," says Kapur. 

Children's Mental Health Awareness Day: Identifying Worrying Signs

Alka Kapur says, "Teachers closely know students, and that’s why they can help them the most by navigating them through the challenges of life and becoming pillars of support in their tough times. To lift the students from depression, they should know the different symptoms of depression." Kapur mentions the following symptoms in kids that teachers should immediately flag and take proactive measures:

• Talking about suicide
• Losing interest in fun activities
• Being lost in their world all the time

How To Help Students With Mental Health Issues

Communication between a teacher and a student can be crucial when it comes to behavioural issues, says Kapur.  An open culture with freedom of expression that may allow students to vent their fear and anxiety must become an integral part of pedagogy and knowledge exchange at school, the principal says. 

Build A Relationship Based On Trust

The first important thing for teachers is to figure out the core reason for depression or other mental health issues. Teachers should then support children by encouraging them, boosting their confidence, and fostering a relationship based on trust and understanding. "Teachers can incorporate quick mindfulness exercises into regular teaching. These simple yet self-calming skills can be effective in dealing with students' emotions," says Kapur.

Also Read: How Stress Can Impact Your Health - From Increasing Risk Of Stroke To Hypertension

Value students’ emotions.

Students are fragile and need extra care and love, especially when suffering from emotional traumas and depression, says Kapur. "There are times when students don’t get love from their homes, and they seek support from their teachers. That’s why teachers should take care that they don’t attempt any practice that might have a negative effect," says Kapur.

One challenging factor is that students generally don’t talk about their mental state but their actions and behaviour define their state of mind. So a teacher needs to identify that behaviour, and as Kapur points out, "once a teacher knows about the problem, they must encourage them to participate in class activities rather than asking for reasons."

Kapur adds, "Don't make assumptions as to why a student may be struggling and don't criticise them for their behaviour. Instead, try to understand the kids and help them with your support. During their tough times, ensure that you, as their teacher, become a pillar of support."

Teachers mustn’t give up on students when they are struggling with their academic or social life. "Provide them with resources, support, and encouragement to enable them to overcome this tough phase of life," says Kapur.

Communication Is Key

Communication between a teacher and a student can be crucial when it comes to behavioural issues. "Through regular and strategic communication, teachers can manage students’ behavioural issues. "Create a free, open culture where there's freedom of expression that may allow students to vent their fear and anxiety," says Kapur.

Kapur says it's also important to integrate mental health education into the curriculum and address the challenges of a largely digital world." By prioritising mental health, schools play a vital role in creating an environment for students to excel academically and emotionally," she adds.