mental health in education essay

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Mental Health in Schools

Mental health in schools, where we stand.

NAMI believes that public policies and practices should promote greater awareness and early identification of mental health conditions. NAMI supports public policies and laws that enable all schools, public and private, to increase access to appropriate mental health services.

Why We Care

One in six  U.S. youth aged 6-17 experience a mental health disorder each year, and  half  of all mental health conditions begin by age 14. Attention-deficit/hyperactivity disorder (ADHD), behavior problems, anxiety, and depression are the  most commonly  diagnosed mental disorders in children. Yet,  about half  of youth with mental health conditions received any kind of treatment in the past year.

Undiagnosed, untreated or inadequately treated mental illnesses can significantly interfere with a student’s ability to learn, grow and develop. Since children spend much of their productive time in educational settings, schools offer a unique opportunity for early identification, prevention, and interventions that serve students where they already are. Youth are almost as likely to receive mental health services in an education setting as they are to receive treatment from a specialty mental health provider — in 2019,  15% of adolescents aged 12-17  reported receiving mental health services at school, compared to 17% who saw a specialty provider.

School-based mental health services are delivered by trained mental health professionals who are employed by schools, such as school psychologists, school counselors, school social workers, and school nurses. By removing barriers such as transportation, scheduling conflicts and stigma, school-based mental health services can help students access needed services during the school-day. Children and youth with more serious mental health needs may require school-linked mental health services that connect youth and families to more intensive resources in the community.

Early identification and effective treatment for children and their families can make a difference in the lives of children with mental health conditions. We must take steps that enable all schools to increase access to appropriate mental health services. Policies should also consider reducing barriers to delivering mental health services in schools including difficulty with reimbursement, scaling effective treatments, and equitable access.

How We Talk About It

• Many mental health conditions first appear in youth and young adults, with  50%  of all conditions beginning by age 14 and 75% by age 24.
• One in six  youth have a mental health condition, like anxiety or depression, but only  half  receive any mental health services.
• Early treatment is effective and can help young people stay in school and on track to achieving their life goals. In fact, the earlier the treatment, the better the outcomes and lower the costs.
• Unfortunately, far too often, there are long delays before they children and youth get the help they need.
• Delays in treatment lead to worsened conditions that are harder — and costlier — to treat.
• For people between the ages of 15-40 years experiencing symptoms of psychosis, there is an average delay of  74 weeks  (nearly 1.5 years) before getting treatment.
• Untreated or inadequately treated mental illness can lead to high rates of school dropout, unemployment, substance use, arrest, incarceration and early death.
• In fact, suicide is the  second  leading cause of death for youth ages 10-34.
• Schools can play an important role in helping children and youth get help early. School staff — and students — can learn to identify the warning signs of an emerging mental health condition and how to connect someone to care.
• Schools also play a vital role in providing or connecting children, youth, and families to services. School-based mental health services bring trained mental health professionals into schools and school-linked mental health services connect youth and families to more intensive resources in the community.
• School-based and school-linked mental health services reduce barriers to youth and families getting needed treatment and supports, especially for communities of color and other underserved communities.
• When we invest in children’s mental health to make sure they can get the right care at the right time, we improve the lives of children, youth and families — and our communities.

What We’ve Done

• NAMI  letter  of support for the Mental Health Services for Students Act (H.R. 1109), introduced by Reps. Napolitano and Katko
• NAMI  letter  of support for Mental Health Services for Students Act of 2019 (S. 1122) introduced by Senator Tina Smith
• NAMI  Ending the Silence  Presentation Program

Know the warning signs of mental illness

Learn more about common mental health conditions

NAMI HelpLine is available M-F, 10 a.m. – 10 p.m. ET. Call 800-950-6264 , text “helpline” to 62640 , or chat online. In a crisis, call or text 988 (24/7).

Students Get Real About Mental Health—and What They Need from Educators

Explore more.

• Perspectives
• Student Support

M ental health issues among college students have skyrocketed . From 2013 to 2021, the number of students who reported feelings of depression increased 135 percent, and the number of those with one or more mental health problems doubled. Simply put, the well-being of our students is in jeopardy.

To deepen our understanding of this crisis, we asked 10 students to speak candidly about their mental health. We learned that the issues they face are uniquely theirs and yet collectively ours. We hope these responses will inform your teaching and encourage you to create safe classroom spaces where students feel seen and supported.

Students Share Their Mental Health Struggles—and What Support They Need

We asked these students and recent graduates, In what ways has your mental health affected your college experience, and how can professors better support you? Here’s what they had to say.

Elizabeth Ndungu, graduate student in the School of Professional Studies at Columbia University, United States: My mental health has affected me deeply, and I have sought therapy (which is a big thing for me, as I was born and raised in Africa and therapy is a “Western” concept). I’m a caregiver, so unexpected medical emergencies happen a lot, which mentally stresses me out. However, my professors have given me the time I need to perform my best. They’ve listened.

In general, I think professors can better support students by

Observing and reaching out to students if they notice a pattern of behavior.

Being kind. Giving a student a second chance may very well change their life for the better.

Being supportive. Remember students’ names, learn one unique thing about them that’s positive, or connect with them on LinkedIn or other social media platforms and show them that they have a mentor.

I think schools can better support students by

Admitting diverse students. Don’t just say it—do it. Seek out ways to make the school population more DEIA (diversity, equity, inclusion, accessibility) friendly, especially at historically white colleges. Inclusivity should be everywhere.

Making DEIA initiatives a priority. If you are educating organizations’ next leaders, make sure DEIA initiatives are in each program and cohort. Each of our classes should be tied to knowledge, strategy, and DEIA and its impact.

Raising awareness around mental health. Provide onsite and remote resources for mental assistance, automate low complexity tasks that will cause stress to students, invest in your staff and resources, and ensure that they are happy. Because dealing with unhappy staff will make unhappy students.

Pritish Dakhole, sophomore studying engineering at Birla Institute of Technology and Science, Pilani, India: Mental health is still stigmatized in India. We do not have easy access to therapy sessions, and it is a difficult topic to talk about with family. Thankfully, the scenario is changing.

I have been affected both positively and negatively by my mental health. Positively, because I have become more open-minded and perceptive. Negatively, because it has drained my will to continue, made me tired from all the overthinking, and made me turn to harmful addictions to distract myself from the pain.

Professors and schools could provide better support through

Webinars and meetings that make students aware of the issues they face and how to tackle them.

Group sessions—preferably anonymous—to remove fear.

Feedback systems so that the college is made aware of the problems that lead to a bad mental state.

Flexible education systems that allow students to take breaks during periods of excessive burnout.

Ocean Ronquillo-Morgan, Class of ’21, studied computer science and business administration at the University of Southern California, United States: In February 2021, I called 911 twice in the span of two weeks. I thought I was dying. I felt confused, felt like my body was about to give way, then I called the paramedics. They hooked me up to an EKG and checked my pulse. It was the first time in my life that I experienced panic attacks.

I don’t think anything else could have been done at the classroom level besides extending deadlines in extenuating circumstances. That’s the unfortunate nature of post-education institutions—you still need to make it “fair” for all students.

Alberto Briones, Class of ’22, studied operations and information management at Northern Illinois University, United States: Mental health can be a touchy subject. I have experienced depression and anxiety, but just thinking about all the things I could miss in life if I gave up is what gave me the strength to keep going.

Something professors can do to support students’ mental health is give students time to study between tests. Sometimes professors schedule tests on the same day, and suddenly students must study for three or four exams, all in the same day. It becomes overwhelming and they have to prioritize what tests they need to study more for.

Anjali Bathra Ravikumar, sophomore studying management information systems at The University of Texas at Austin, United States: It is stressful to be an international student at a competitive university in a competitive major. I often find myself having breakdowns and calling my parents in a panic about my future. The relatively restricted job opportunities because of my visa status and uncertainty about whether I’ll be able to forge the career that I want are major reasons behind this.

I have noticed that a lot of my international-student friends are constantly hustling as well, since we feel that we always need to be 10 steps ahead and cannot afford to slow down.

The best thing that a professor can do for me is provide as much guidance as possible in their respective field. Most of my professors have done that. This helps weed out some of the doubts that I have about potential career paths and gives me better clarity about the future. I feel that I cannot ask for more since I don’t expect everyone to be informed of what life is like for an international student.

Schools, on the other hand, can do a lot for us, such as tailor career management resources, offer international student group counseling (I attended one session and it was very liberating), provide financial relief (this is the absolute best thing that can be done for us) during rough times such as COVID-19. For example, when millions of international students had to take online classes during the pandemic, schools could have offered reduced tuition rates.

Something else that can seem small but goes a long way is using inclusive language in university announcements and communication. Most of the emails that we receive from the university feel more tailored to or are directly addressing in-state students (especially when major changes were happening at the beginning of the pandemic), and it is natural for us to feel left out. It might be a simple thing, but a couple of lines at the end of each email announcement with links addressing our specific concerns would make a lot of difference to us since we wouldn’t have to do our own research to figure out what it means for us.

EDUCATE YOURSELF BEFORE DIVING INTO MENTAL HEALTH TALKS

Starting a mental health conversation with students before we are prepared can be harmful. Here’s some advice from “ It’s Time We Talk About Mental Health in Business Classrooms ” by Bahia El Oddi, founder of Human Sustainability Inside Out, and Carin-Isabel Knoop, executive director of the Case Research and Writing Group at Harvard Business School, on how to get ready for these critical conversations.

Learn to talk about mental health. Enhance your mental health literacy through free resources such as the Learn Mental Health Literacy course (specifically for educators), the World Health Organization , and the National Institute of Mental Health . Consult the CDC for language about mental and behavioral health and the American Psychiatry Association for ways to describe individuals presenting with potential mental health disorders .

Reflect on your own biases. Consider how your own story—being raised by a parent with a mental health disorder, for example—may influence how you react and relate to others. Determine your level of openness to discussing the struggles you or your loved ones face or have faced. While it is possible to discuss mental health in the classroom without these anecdotes or personal connections, the courage to be open about your own past can have a transformative effect on classroom discussion.

Understand students may need extra support. Make yourself accessible and approachable to your students from the start so you can establish trust early. Advise them to seek professional help when necessary.

Nick Neral, Class of ’18, studied marketing management at the University of Akron, United States: At the end of my first year of college, I decided to stop participating in Division I athletics and my mental health plummeted. After calling our campus counseling center and waiting six weeks for my first intake appointment, I was told I couldn’t start therapy for two more months, but I could get medication within a couple of days.

After getting prescriptions for an SSRI and Xanax, I never heard from another clinician at my school again. They had no clue if I got the meds, if I took them, how I was doing, and whether I was on campus every day.

When my mental health was at its poorest, I was very disconnected from my classes. I went to, I think, five or six out of 30 finance classes I had during the semester.

I think professors are in this mindset that 20 percent of the class will naturally excel, a majority will do well enough, and a small chunk probably can’t be saved. Sometimes we don’t need saving in the classroom, we just need professors looking out for our well-being. There’s more to the story when a kid doesn’t show up to 80 percent of their classes.

My experience—and seeing others go through similar events—led me to create a platform where therapists can create content and free resources at forhaley.com . Anyone can filter through the content based on how they’re feeling and what’s going on in their life without paying anything or creating an account.

Shreyas Gavit, Class of ’20 in the MBA program at Oakland University, United States: Mental health has affected me because I’ve been depressed and feel trapped; I can’t just go to my home country and come back to the United States whenever I need to. Instead, I have to wait on visa dates, which are a total mess.

Schools and professors could provide more guidance in understanding how immigration has been affected due to COVID-19.

Nigel Hammett, Class of ’19, studied industrial and systems engineering at North Carolina Agricultural & Technical State University, United States: Throughout college I faced mental stress—not only from school, like everyone, but also from many constant family issues going on back home that required my energy. At times, I learned how to push through my feelings and submerge myself in my schoolwork, although I should have unpacked my trauma and handled it in a more mature way.

Students need an environment that encourages inclusive, candid dialogue around how we are feeling. There’s a correlation between social and mental health to overall success in our respective careers.

Alek Nybro, Class of ’21, studied marketing at St. Edward’s University, United States: Anxiety shows up differently for every person. I consider myself to be high functioning. This means when the going gets tough, I dig down and keep pushing, but often to extents that aren’t physically, emotionally, or mentally healthy.

In school, I didn’t know when to step back and take a break. That’s probably my biggest regret about my college years.

Professors could help students by making everything iterative. There shouldn’t be a final grade for assignments or projects. If you want to go back and revise something for a better grade, you should be able to do so.

Patrick Mandiraatmadja, first-year graduate student studying technology management at Columbia University, United States: There are times when I have felt overwhelmed by the number of deadlines and exams crammed into a specific week or few days. I always want to put in my best effort to study, which can lead to less sleep and more anxiety. Then college becomes more about getting through assignments and exams just for the sake of it and less about the learning.

Because of the amount of work or busy work, I have less opportunity to go out and do the things that make me feel alive and excited about life—whether it’s being with friends, exploring my city, exercising, involving myself with professional and social networks outside of school, or simply taking a walk and enjoying my day.

Students want to know that our professors and schools care. Part of that is providing an environment where we can talk about our personal struggles. I also think professors and schools should update the policies on homework, assignments, and exams. Sometimes we may push through and neglect our mental health, not taking the time to care for ourselves, just to get through that homework or finish that exam. The added pressure causes us increased anxiety; it’s no wonder today’s young people are some of the most anxious and unmotivated compared to previous generations.

What We Learned from These Students

These students and young alumni offer an honest glimpse into how mental health struggles have affected their college experiences. Although every student faces their own unique—and sometimes complicated—challenges, we are learning that sometimes the best response is the simplest one.

We must show our students that we care. So lend an empathetic ear, offer that deadline extension, and turn your classroom into a safe haven for open discussion. Your students need it.

Special thanks to Justin Nguyen , founder of Declassified Media , for connecting HBP to these students and young alumni who volunteered to share their experiences.

Help shape our coverage: These students spoke candidly; now it’s your turn. What are the biggest challenges you face in addressing student mental health in and out of the classroom? What experiences have stood out to you? Let us know .

Elizabeth Ndungu is a graduate student in the School of Professional Studies at Columbia University.

Pritish Dakhole is a sophomore studying engineering at Birla Institute of Technology and Science in Pilani, India.

Ocean Ronquillo-Morgan is a member of the University of Southern California’s Class of ’21.

Alberto Briones is a member of Northern Illinois University’s Class of ’22.

Anjali Bathra Ravikumar is a sophomore at The University of Texas at Austin.

Nick Neral studied marketing management at the University of Akron and is a member of the Class of ’18.

Shreyas Gavit studied in the MBA program at Oakland University and graduated as a member of the Class of ’20.

Nigel Hammett studied industrial and systems engineering at North Carolina A&T State University and graduated as a member of Class of ’19.

Alek Nybro studied marketing at St. Edward’s University and graduated as a member of the Class of ’21.

Patrick Mandiraatmadja is a first-year graduate student studying technology management at Columbia University.

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The Mental Health Crisis In Our Schools

Mental health in schools: a hidden crisis affecting millions of students.

Meg Anderson

Kavitha Cardoza

Part One in an NPR Ed series on mental health in schools.

You might call it a silent epidemic.

Up to one in five kids living in the U.S. shows signs or symptoms of a mental health disorder in a given year.

So in a school classroom of 25 students, five of them may be struggling with the same issues many adults deal with: depression, anxiety, substance abuse.

And yet most children — nearly 80 percent — who need mental health services won't get them.

Whether treated or not, the children do go to school. And the problems they face can tie into major problems found in schools: chronic absence, low achievement, disruptive behavior and dropping out.

Experts say schools could play a role in identifying students with problems and helping them succeed. Yet it's a role many schools are not prepared for.

Educators face the simple fact that, often because of a lack of resources, there just aren't enough people to tackle the job. And the ones who are working on it are often drowning in huge caseloads. Kids in need can fall through the cracks.

Grief In The Classroom: 'Saying Nothing Says A Lot'

"No one ever asked me"

Katie is one of those kids.

She's 18 now. Back when she was 8, she had to transfer to a different school in Prince George's County, Md., in the middle of the year.

"At recess, I didn't have friends to play with," she recalls. "I would make an excuse to stay inside with the teachers and finish extra work or do extra credit."

We're not using Katie's last name to protect her privacy. She's been diagnosed with bulimia and depression.

She says that in the span of a few months, she went from honor roll to failing. She put on weight; other kids called her "fat." She began cutting herself with a razor every day. And she missed a ton of school.

"I felt like every single day was a bad day," she says. "I felt like nobody wanted to help me."

Katie says teachers acted like she didn't care about her schoolwork. "I was so invisible to them."

Every year of high school, she says, was "horrible." She told her therapist she wanted to die and was admitted into the hospital.

During all this time, she says, not a single principal or teacher or counselor ever asked her one simple question: "What's wrong?"

3 Things People Can Do In The Classroom That Robots Can't

If someone had asked, she says, she would have told them.

Who should have asked?

We talked to educators, advocates, teachers and parents across the country. Here's what they say a comprehensive approach to mental health and education would look like.

The role: The first place to spot trouble is in the home, whether that trouble is substance abuse, slipping grades or a child who sleeps too much. Adults at home — parents, siblings, other relatives — are often the first to notice something going on.

The reality: Many families do not know what to look for. Sometimes a serious problem can be overlooked as "just a phase." But it's those sudden changes — angry outbursts, declining grades, changes in sleeping or eating — that can signal problems. When something unusual crops up, families can keep in close touch with the school.

Why Emotional Learning May Be As Important As The ABCs

The teacher

The role: During the week, many students see their teachers even more than their own families. Teachers are in a prime spot to notice changes in behavior. They read essays, see how students relate with other kids and notice when they aren't paying attention.

The reality: Teachers already have a ton on their plates. They're pressured to get test scores up, on top of preparing lessons and grading assignments. Plus, many teachers receive minimal training in mental health issues. But when they do see something concerning, they can raise a flag.

The social worker

The role: Social workers act like a bridge. If teachers come to them with a concern — maybe a child is acting withdrawn — one of the first things they'll do is call home. They see each child through the lens of their family, school and community. They might learn that a family is going through a divorce or homelessness.

The reality: There aren't enough of them. According to one model, every school should have one social worker for every 250 students . The reality is that in some schools, social workers are responsible for many more .

The counselor

The role: In some schools, counselors focus solely on academics: helping students pick classes and apply to college. But in others, they also act a lot like social workers, serving as a link to families and working with students who need support.

The reality: Like school social workers, there just aren't enough counselors. On average nationwide, each counselor is responsible for nearly 500 students. The American School Counselor Association recommends a caseload nearly half that size.

The special education teacher

The Role: Special education teachers may start working with students when a mental health problem affects the ability to do school work. They are primarily responsible for working on academic skills.

The reality: Again, there aren't enough of them. Nearly every state has reported a shortage of special education teachers. Half of all school districts say they have trouble recruiting highly qualified candidates.

The school psychologist

The Role: Here's one job that, on paper, is truly dedicated to student mental health. School psychologists are key players when it comes to crisis intervention and can refer students to outside help, such as a psychiatrist.

The reality: If you sense a pattern here, you're right. In the U.S., there is just one school psychologist for every 1,400 students, according to the most recent data available from the National Association of School Psychologists.

The school nurse

The role: Most any school nurse will tell you, physical and mental health are tough to separate. That puts nurses in a prime spot to catch problems early. For example: A kid who comes into the nurse's office a lot, complaining of headaches or stomach problems? That could be a sign of anxiety, a strategy to avoid a bully, or a sign of troubles at home.

The reality: The U.S. Department of Health and Human Services recommends at least one nurse for every 750 students, but the actual ratio across the country can be much higher.

The principal

The role: As the top dogs in schools, principals make the big decisions about priorities. They can bring in social-emotional, anti-bullying and suicide-prevention programs.

The reality: Principals also have a lot on their plates: the day-to-day management of student behavior, school culture and teacher support.

Getting help, and "excited for life"

Katie says things started to turn around for her when she met a nurse at the Children's National Health System in Washington, D.C., who finally showed interest in what was wrong.

Now, she's begun college and wants to be a pediatric nurse.

"I'm doing a lot better now" she says. " Obviously, I mean, I'm a lot happier. I'm excited for school. I'm excited to graduate. I'm excited for life."

Why Is Mental Health Education Important for Students?

While students focus on academic success, mental well-being tends to slip down their list of priorities. In reality, mental health is an important prerequisite for achieving their goals in a healthy way. A greater focus on mental health in higher education can help students invest in their well-being while also lending more understanding and support to their classmates.

What Is Mental Health Education?

Mental health education seeks to raise awareness around mental health issues, informing people about common challenges and conditions, coping strategies, and resources available to help. A better understanding of mental health can remove the stigma around this topic and help students take a more proactive approach to managing struggles like depression and anxiety.

Mental health education comes in various forms. Some students focus heavily on these topics in their college courses if they choose a major such as social work or psychology. But no matter what a person studies, they can learn about mental health through public information campaigns, messages from college administrators and advisors, and online resources like this one!

Mental Health Challenges for College Students

In 2022, 52 percent of college students said they experienced moderate psychological distress, and 25 percent said they experienced serious psychological distress. That means more than three-quarters of students know firsthand what it means to struggle with mental health while in college. In fact, 55 percent of students who have considered dropping out of college cite emotional stress as the reason why they might leave.

It’s important to understand that mental health conditions are not purely circumstantial. The reasons behind them can be physiological. However, circumstances often contribute to common mental health challenges. 

Young students and adult learners can experience distress for various reasons, spanning their personal, professional, and academic lives. Some common examples include:

• Feeling pressure to be a high achiever or maintain a standard of perfection.
• Shifting personal values or beliefs.
• Questioning their purpose or rethinking their future.
• Experiencing friction in family or romantic relationships.
• Losing a loved one.
• Having difficulty making or maintaining friendships.
• Experiencing imposter syndrome and feeling inadequate.
• Juggling school, work, and home life.

Any combination of these factors can degrade a person’s mental health and make college more challenging.

Fortunately, mental health challenges do not have the final say in overall well-being—there are measures college students can take to enjoy positive mental health.

Shifting the Narrative on Mental Health hbspt.cta._relativeUrls=true;hbspt.cta.load(21297549, 'a2ca6158-1156-42e7-9f51-7392bcabe113', {"useNewLoader":"true","region":"na1"});

Educating students on mental health starts with simply talking about it. The more we talk about mental health, the more we can remove the stigma around this topic. 

Imagine how you would feel telling a friend you were going to physical therapy to work on rebuilding strength after a sports injury. Now imagine how you would feel telling the same friend you’re seeing a counselor or psychologist to work through a mental health condition like generalized anxiety. If you would feel comfortable with the first scenario but not the second, you’re not alone. Many people feel embarrassed about seeking mental health services because they worry they’ll be seen as weak or abnormal.

In a 2021 survey , 45 percent of college students said they believe that “[m]ost people would think less of someone who has received mental health treatment,” and yet, only 6 percent said they would think less of someone for receiving treatment. In other words, we’re more afraid of what others think than we should be. In reality, other students are likely experiencing many of the same challenges. But even if they’re not, they would not think less of someone for prioritizing their mental health.

By educating the public, mental health advocates (including college administrators, staff, and students) and mental health professionals are actively trying to change the negative mental health narrative that has kept people from seeking help or discussing their challenges openly. Rather than a taboo topic to shy away from, mental health should be acknowledged and embraced as central to our daily lives. 

This understanding extends to all of our relationships. Even when someone is struggling with something that a person can’t relate to firsthand, they can still validate their experience and offer a listening ear or encouragement to help them feel valued and supported.

Raising Awareness of Mental Health Resources

In addition to combatting stigmas and misconceptions, mental health education also informs students of coping strategies and resources to help them improve their mental health.

For example, this might include counseling services (either in-person or online) or spiritual enrichment opportunities. In some cases, students may need to see a clinical social worker or psychiatrist to receive a diagnosis for a mental health condition and begin treatment through methods such as:

• Talk therapy
• Prescription medications
• Support groups

When a learner experiences distress due to circumstantial factors, some resources may help them directly address these root causes. Academic advisors, career advisors, and others can help students overcome obstacles and answer questions, leaving them feeling more confident and less stressed. For example, a career advisor can help students think through their goals and passions to ensure they’re on the right career track.

More flexible college programs can also give students the freedom to work on coursework on their own time and avoid overloading themselves. This can help them balance priorities while working steadily toward their goals.

Choose a Learning Community That Values Your Well-Being

Mental health is a vital aspect of a person’s overall well-being. No matter a person’s stage of life or circumstances, struggles like stress, depression, or anxiety can affect anyone. Mental health education can help everyone—college students included—legitimize these struggles, have empathy for others, and seek resources and treatment to help.

At MVNU, we believe in supporting the whole learner, which means helping you prioritize your mental well-being. Our on-campus and online learners are part of a compassionate, supportive community of peers, administrators, and instructors. You can also access resources to help you succeed academically, personally, and professionally. No one should have to go it alone. 

Want to learn more about MVNU's programs?

Request more information.

Have questions about MVNU, our programs, or how we can help you succeed. Fill out the form and an enrollment specialist will reach out to you soon!

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• Essay Editor

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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Mental Health Essay for Students and Children

500+ words essay on mental health.

Every year world mental health day is observed on October 10. It was started as an annual activity by the world federation for mental health by deputy secretary-general of UNO at that time. Mental health resources differ significantly from one country to another. While the developed countries in the western world provide mental health programs for all age groups. Also, there are third world countries they struggle to find the basic needs of the families. Thus, it becomes prudent that we are asked to focus on mental health importance for one day. The mental health essay is an insight into the importance of mental health in everyone’s life. 

Mental Health

In the formidable years, this had no specific theme planned. The main aim was to promote and advocate the public on important issues. Also, in the first three years, one of the central activities done to help the day become special was the 2-hour telecast by the US information agency satellite system. 

Mental health is not just a concept that refers to an individual’s psychological and emotional well being. Rather it’s a state of psychological and emotional well being where an individual is able to use their cognitive and emotional capabilities, meet the ordinary demand and functions in the society. According to WHO, there is no single ‘official’ definition of mental health.

Thus, there are many factors like cultural differences, competing professional theories, and subjective assessments that affect how mental health is defined. Also, there are many experts that agree that mental illness and mental health are not antonyms. So, in other words, when the recognized mental disorder is absent, it is not necessarily a sign of mental health. 

Get the huge list of more than 500 Essay Topics and Ideas

One way to think about mental health is to look at how effectively and successfully does a person acts. So, there are factors such as feeling competent, capable, able to handle the normal stress levels, maintaining satisfying relationships and also leading an independent life. Also, this includes recovering from difficult situations and being able to bounce back.  

Important Benefits of Good Mental Health

Mental health is related to the personality as a whole of that person. Thus, the most important function of school and education is to safeguard the mental health of boys and girls. Physical fitness is not the only measure of good health alone. Rather it’s just a means of promoting mental as well as moral health of the child. The two main factors that affect the most are feeling of inferiority and insecurity. Thus, it affects the child the most. So, they lose self-initiative and confidence. This should be avoided and children should be constantly encouraged to believe in themselves.

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The Importance of Mental Health Awareness in Schools

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by Nancy Barile, Award-Winning Teacher, M.A.Ed.

Mental health awareness is an important issue for all educators, who are often the first line of defense for their students. Education professionals have recognized the impact that a student's mental health has on learning and achievement, and they realize that there's a great deal that can be done to help students with mental health issues. As a high school teacher with more than 23 years of experience, I welcome the fact that mental health awareness is finally becoming an important part of a school's function and curriculum.

Seeing the Signs in My Student

A few years ago, a student in my senior class changed drastically in a short period of time. I noticed that Melina no longer did her homework, and she didn't even try on her essays. Previously meticulous in her appearance, Melina would come to school disheveled, wearing the same clothes. When I tried to speak to her, she was uncharacteristically distant and withdrawn. Because I had some training in mental health awareness, I knew Melina was in some sort of trouble.

Luckily, my school had social workers on staff who could speak to Melina and assess her issues. They discovered that Melina was depressed and suicidal, and she needed an immediate psychiatric intervention. Melina was hospitalized for a period of time, but she was able to return to my classroom a few months later. With the help of medication and therapy, she managed to graduate with her class.

Understanding the Impact

The National Alliance on Mental Illness  estimates that one in five people live with some sort of mental disorder or disease. Despite the fact that the average age of early signs of mental illness is 14, most individuals don't seek help until adulthood. Underlining the seriousness is the fact that 60 percent of high school students with mental illness don't graduate.

Further reading:  Ease Student Anxiety in the Classroom

New York mental health experts recognized that earlier intervention could result in more positive outcomes for these students. Beginning in July 2018, New York will be the first state in the nation to require mental health education for all students.  The overall mission of New York's School Mental Health (SMH) program  is to promote healthy social, emotional, and behavioral development of students, and "break down barriers to learning so the general well-being of students, families, and school staff can be enhanced in collaboration with other comprehensive student support and services."

The SMH program supports the emotional health and academic growth of all students with the following:

• Integrating comprehensive services and support throughout every grade level
• Assessing mental health needs through universal, selective, and targeted interventions
• Providing access to behavioral and mental health services and programs
• Leveraging higher-level personnel, such as those working with the Department of Education, for necessary support and services
• Building collaborative relationships between the school and students' families and communities

Spreading Awareness Across the Nation

Until mental health education is a mandatory aspect of all schools, teachers and administrators can work to promote awareness with their students. Key elements to shine a light on include the concept of self-care and responsibility for  one's own mental health and wellness , with an emphasis on the fact that mental health is an integral part of health, and the concept of recovery from mental illness.

Teachers and students should be provided with ways to recognize signs of developing mental health problems, and there should be opportunities around the awareness and management of mental health crises, including the risk of suicide or self-harm. Further, instruction should address the relationship between mental health, substance abuse, and other negative coping behaviors, as well as the negative impact of stigma and cultural attitudes toward mental illness.

Further reading:  Social-Emotional Learning

Because teens spend most of their day at school, it just makes sense to have mental health awareness and education become part of the curriculum. When we empower students with knowledge, and encourage dialogue, students will be able to get the help they need.

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Mental Health in Schools Essay Example

Schools overlook their students' mental health, students that struggle with mental health sometimes struggle with being able to learn and focus in school. With the lack of education about mental health students could think that they are not normal and struggle with being confident in themselves; statistics and studies show that 18.8% of teenagers in public schools all across America have attempted or seriously thought about suicide. Public high schools are not properly equipped with the resources and staff to help students with their mental health and preventing suicide. 

One of America's only resources for mental health in schools is the guidance counselors and there are not enough counselors compared to the amount of students. For instance, a public highschool with 3000 students and 3 guidance counselors, each counselor would be giving 1000 students resources. On top of that, they have to be able to notice the changes in their students' actions and behaviors. “In the worst case scenario, a student on the brink of suicide or another mental health disorder can be denied a counselling session because their counselor was too busy with other students” (O'Connor). The lack of counselors in the school system is one of the main reasons students have no safe person or space to talk about their feelings. “Counselors are very grateful for their jobs and work very hard, but sometimes it feels like a band-aid on an arterial wound,”says one source (JONES). The amount of school shootings that occur around the United States severely affects students' mental health, and when they have no support system at home the only place they know to go is their school.  When schools do not have enough counselors it could potentially lead to more risk for suicide, feeling worthless and alone.  For example, in an impoverished highschool with only one counselor all of these students would only be able to see that counselor maybe once a month. Counselors also have very many other tasks they do everyday, like making schedules, graduation support, etc. Adding a school therapist or mental health resource room for students could potentially help this problem. Students need a safe space or person that they can go to when they need support. Teachers all across the country need to have the proper resources and training to be able to notice changes in students behavior and empathy. Additionally more counselors could help with the awareness of the problem. 

Furthermore, students should be able to have access to mental health days to take a mental break or go to therapy. Education systems in America frown upon this as it's considered “not necessary” with our 2020 pandemic occurring staff believing that these students have had enough days off and are falling behind with their graduation path. “A 2020 report from the Centers for Disease Control and Prevention found that the proportion of mental health-related emergency department visits for children aged 5–11 and 12–17 increased by about 24% and 31%, respectively, compared to 2019 (Blackmer and Shenker)”. Along with the pandemic teenagers had to stay home and quarantine away from their friends and couldn’t travel, with this occurring in early 2020 and is still currently happening, students are still struggling with feeling alone and having no support system at home and at school. When your mind is constantly going it could lead to exhaustion which could potentially alter your thinking skills and make you overall more depressed and could induce self harm. Allowing mental health days in all middle/high schools  could help prevent the body and mind from self harm with the stress and exhaustion that occurs from school. Your mind and body need a break from staying up until 3am working on homework or a big assignment due the next school day. When your mind and body gets exhausted you tend to have physical pain as well. “Some public schools have proposed that high schoolers should be allowed to take up to five mental health days off per semester to improve academic performance.” (“Should High Schoolers Have Mental Health Days in School? - Solstice RTC”). Allowing mental health days could show significant improvement in motivation and the students overall health. When students do take their allowed mental health days they could come back to school with more motivation and overall become a better student because they aren’t so stressed out about their big exam anymore and it gives them an opportunity to take a break. 

Teaching mental health in schools could bring awareness to other students and staff about the concerns and struggles that their classmates/students are battling with. Allowing mental health lessons to be taught in schools allows teachers to be able to recognize the signs of depression and anxiety. Without being taught the realities of mental health difficulties, children won’t understand the impact that ‘banter’ (whether it be insults, bullying or spreading of lies and rumors) could have. The only way this will change is if we educate them, just like physical health is taught; (Hughes). Schools all around America have health classes to teach signs of drug use, eating healthy, and staying fit but no mental health. Students could struggle majorly understanding why their thoughts and why they feel different from their friends and family and having no realization that they are struggling with mental health because they have never been taught about it. Students with undiagnosed anxiety tend to get extremely stressed out and overwhelmed on exams. With that being said the stress from the exam on top of everything else going on in their life could cause them to fail the exam as well as not understand why they failed after studying for hours. Furthermore, “Nervousness and anxiety are perfectly normal reactions to stress. For some people, this fear can become so intense that it interferes with their ability to perform well on a test” (“The Causes of Test Anxiety and Academic Stress”).

Some parents and faculty could argue that students use their mental health as an excuse for being lazy. Students that struggle with mental health severely have serious difficulties with learning and being able to manage their anxiety. When teachers say that their students are using their mental health as an excuse, it could lead to more anxiety when asking for an extension on a paper or an exam. Parents and teachers that don't struggle with mental health dismiss when their student/child comes to them with a concern. Lack of education on the topic can lead to this, not allowing mental health days as an excuse could be more harmful than letting your child struggle and not understand why in class.  “There's the danger that we take too much care and when they hit the real world that same kind of support isn't there," says David Cozzens, dean of students and associate vice president of student affairs at the University of Wyoming in Laramie (Petersen). When teachers say it's an excuse just to miss school and not do their work it can end up causing more anxiety on the student and make them not wanna come at all and potentially drop out of school completely. 

Overall, mental health is one of the biggest issues in public high schools today and it is extremely overlooked by teachers and not taking exams seriously. Teachers can show their support in many different ways to show students that it is a real thing. Mental health days could improve the struggle tremendously and teachers and guidance counselors should have more education on the topic all around America.

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Speaking Up About Mental Health

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SUBMIT YOUR ESSAY The contest is open to high school students ages 16-18

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December 1, 2023

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Mental health is an important part of overall health across all life stages. However, far too often, symptoms are not addressed or recognized among teens.

Speaking Up About Mental Health is an essay contest that challenges high school students ages 16-18 to raise awareness of mental health. The contest gives students a platform to share ways to eliminate and/or reduce mental health stigma faced by young people, especially in diverse communities.

This contest is soliciting essays that:

• Discuss ways to eliminate and/or reduce mental health stigma faced by young people, especially in diverse communities
• Share resilience and coping strategies to overcome mental health issues such as social isolation and loneliness, depression, and anxiety
• Address mental health stigma
• Encourage conversations about mental health, social media, and/or technology
• Suggest school policies or practices that could help reduce stigma
• Describe barriers to mental health treatment
• Cover other areas of concern to individuals and their communities with respect to mental health

Get details on contest rules and submit your entry on Challenge.gov

Promotion toolkit : Help promote the Speaking Up About Mental Health essay contest

The contest is led by:

National Institute of Mental Health

National Institute on Minority Health and Health Disparities

Eunice Kennedy Shriver National Institute of Child Health and Human Development

Page updated Jan. 23, 2024

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• Mental Health Essay

Essay on Mental Health

According to WHO, there is no single 'official' definition of mental health. Mental health refers to a person's psychological, emotional, and social well-being; it influences what they feel and how they think, and behave. The state of cognitive and behavioural well-being is referred to as mental health. The term 'mental health' is also used to refer to the absence of mental disease. 

Mental health means keeping our minds healthy. Mankind generally is more focused on keeping their physical body healthy. People tend to ignore the state of their minds. Human superiority over other animals lies in his superior mind. Man has been able to control life due to his highly developed brain. So, it becomes very important for a man to keep both his body and mind fit and healthy. Both physical and mental health are equally important for better performance and results.

Importance of Mental Health 

An emotionally fit and stable person always feels vibrant and truly alive and can easily manage emotionally difficult situations. To be emotionally strong, one has to be physically fit too. Although mental health is a personal issue, what affects one person may or may not affect another; yet, several key elements lead to mental health issues.

Many emotional factors have a significant effect on our fitness level like depression, aggression, negative thinking, frustration, and fear, etc. A physically fit person is always in a good mood and can easily cope up with situations of distress and depression resulting in regular training contributing to a good physical fitness standard. 

Mental fitness implies a state of psychological well-being. It denotes having a positive sense of how we feel, think, and act, which improves one’s ability to enjoy life. It contributes to one’s inner ability to be self-determined. It is a proactive, positive term and forsakes negative thoughts that may come to mind. The term mental fitness is increasingly being used by psychologists, mental health practitioners, schools, organisations, and the general population to denote logical thinking, clear comprehension, and reasoning ability.

 Negative Impact of Mental Health

The way we physically fall sick, we can also fall sick mentally. Mental illness is the instability of one’s health, which includes changes in emotion, thinking, and behaviour. Mental illness can be caused due to stress or reaction to a certain incident. It could also arise due to genetic factors, biochemical imbalances, child abuse or trauma, social disadvantage, poor physical health condition, etc. Mental illness is curable. One can seek help from the experts in this particular area or can overcome this illness by positive thinking and changing their lifestyle.

Regular fitness exercises like morning walks, yoga, and meditation have proved to be great medicine for curing mental health. Besides this, it is imperative to have a good diet and enough sleep. A person needs 7 to 9 hours of sleep every night on average. When someone is tired yet still can't sleep, it's a symptom that their mental health is unstable. Overworking oneself can sometimes result in not just physical tiredness but also significant mental exhaustion. As a result, people get insomnia (the inability to fall asleep). Anxiety is another indicator. 

There are many symptoms of mental health issues that differ from person to person and among the different kinds of issues as well. For instance, panic attacks and racing thoughts are common side effects. As a result of this mental strain, a person may experience chest aches and breathing difficulties. Another sign of poor mental health is a lack of focus. It occurs when you have too much going on in your life at once, and you begin to make thoughtless mistakes, resulting in a loss of capacity to focus effectively. Another element is being on edge all of the time.

It's noticeable when you're quickly irritated by minor events or statements, become offended, and argue with your family, friends, or co-workers. It occurs as a result of a build-up of internal irritation. A sense of alienation from your loved ones might have a negative influence on your mental health. It makes you feel lonely and might even put you in a state of despair. You can prevent mental illness by taking care of yourself like calming your mind by listening to soft music, being more social, setting realistic goals for yourself, and taking care of your body. 

Surround yourself with individuals who understand your circumstances and respect you as the unique individual that you are. This practice will assist you in dealing with the sickness successfully.  Improve your mental health knowledge to receive the help you need to deal with the problem. To gain emotional support, connect with other people, family, and friends.  Always remember to be grateful in life.  Pursue a hobby or any other creative activity that you enjoy.

What does Experts say

Many health experts have stated that mental, social, and emotional health is an important part of overall fitness. Physical fitness is a combination of physical, emotional, and mental fitness. Emotional fitness has been recognized as the state in which the mind is capable of staying away from negative thoughts and can focus on creative and constructive tasks. 

He should not overreact to situations. He should not get upset or disturbed by setbacks, which are parts of life. Those who do so are not emotionally fit though they may be physically strong and healthy. There are no gyms to set this right but yoga, meditation, and reading books, which tell us how to be emotionally strong, help to acquire emotional fitness. 

Stress and depression can lead to a variety of serious health problems, including suicide in extreme situations. Being mentally healthy extends your life by allowing you to experience more joy and happiness. Mental health also improves our ability to think clearly and boosts our self-esteem. We may also connect spiritually with ourselves and serve as role models for others. We'd also be able to serve people without being a mental drain on them. 

Mental sickness is becoming a growing issue in the 21st century. Not everyone receives the help that they need. Even though mental illness is common these days and can affect anyone, there is still a stigma attached to it. People are still reluctant to accept the illness of mind because of this stigma. They feel shame to acknowledge it and seek help from the doctors. It's important to remember that "mental health" and "mental sickness" are not interchangeable.

Mental health and mental illness are inextricably linked. Individuals with good mental health can develop mental illness, while those with no mental disease can have poor mental health. Mental illness does not imply that someone is insane, and it is not anything to be embarrassed by. Our society's perception of mental disease or disorder must shift. Mental health cannot be separated from physical health. They both are equally important for a person. 

Our society needs to change its perception of mental illness or disorder. People have to remove the stigma attached to this illness and educate themselves about it. Only about 20% of adolescents and children with diagnosable mental health issues receive the therapy they need. 

According to research conducted on adults, mental illness affects 19% of the adult population. Nearly one in every five children and adolescents on the globe has a mental illness. Depression, which affects 246 million people worldwide, is one of the leading causes of disability. If  mental illness is not treated at the correct time then the consequences can be grave.

One of the essential roles of school and education is to protect boys’ and girls' mental health as teenagers are at a high risk of mental health issues. It can also impair the proper growth and development of various emotional and social skills in teenagers. Many factors can cause such problems in children. Feelings of inferiority and insecurity are the two key factors that have the greatest impact. As a result, they lose their independence and confidence, which can be avoided by encouraging the children to believe in themselves at all times. 

To make people more aware of mental health, 10th October is observed as World Mental Health. The object of this day is to spread awareness about mental health issues around the world and make all efforts in the support of mental health.

The mind is one of the most powerful organs in the body, regulating the functioning of all other organs. When our minds are unstable, they affect the whole functioning of our bodies. Being both physically and emotionally fit is the key to success in all aspects of life. People should be aware of the consequences of mental illness and must give utmost importance to keeping the mind healthy like the way the physical body is kept healthy. Mental and physical health cannot be separated from each other. And only when both are balanced can we call a person perfectly healthy and well. So, it is crucial for everyone to work towards achieving a balance between mental and physical wellbeing and get the necessary help when either of them falters.

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The Importance of Mental Health

It's not just a buzzword

Elizabeth is a freelance health and wellness writer. She helps brands craft factual, yet relatable content that resonates with diverse audiences.

Akeem Marsh, MD, is a board-certified child, adolescent, and adult psychiatrist who has dedicated his career to working with medically underserved communities.

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Risk Factors for Poor Mental Health

Signs of mental health problems, benefits of good mental health, how to maintain mental health and well-being.

Your mental health is an important part of your well-being. This aspect of your welfare determines how you’re able to operate psychologically, emotionally, and socially among others.

Considering how much of a role your mental health plays in each aspect of your life, it's important to guard and improve psychological wellness using appropriate measures.

Because different circumstances can affect your mental health, we’ll be highlighting risk factors and signs that may indicate mental distress. But most importantly, we’ll dive into why mental health is so important.

Mental health is described as a state of well-being where a person is able to cope with the normal stresses of life. This state permits productive work output and allows for meaningful contributions to society.

However, different circumstances exist that may affect the ability to handle life’s curveballs. These factors may also disrupt daily activities, and the capacity to manage these changes. That's only one reason why mental health is so important.

The following factors, listed below, may affect mental well-being and could increase the risk of developing psychological disorders .

Childhood Abuse

Childhood physical assault, sexual violence, emotional abuse, or neglect can lead to severe mental and emotional distress. Abuse increases the risk of developing mental disorders like depression, anxiety, post-traumatic stress disorder, or personality disorders.

Children who have been abused may eventually deal with alcohol and substance use issues. But beyond mental health challenges, child abuse may also lead to medical complications such as diabetes, stroke, and other forms of heart disease.

The Environment

A strong contributor to mental well-being is the state of a person’s usual environment . Adverse environmental circumstances can cause negative effects on psychological wellness.

For instance, weather conditions may influence an increase in suicide cases. Likewise, experiencing natural disasters firsthand can increase the chances of developing PTSD. In certain cases, air pollution may produce negative effects on depression symptoms.  

In contrast, living in a positive social environment can provide protection against mental challenges.

Your biological makeup could determine the state of your well-being. A number of mental health disorders have been found to run in families and may be passed down to members.

These include conditions such as autism , attention deficit hyperactivity disorder , bipolar disorder , depression , and schizophrenia .

Your lifestyle can also impact your mental health. Smoking, a poor diet , alcohol consumption , substance use , and risky sexual behavior may cause psychological harm. These behaviors have been linked to depression.

When mental health is compromised, it isn’t always apparent to the individual or those around them. However, there are certain warning signs to look out for, that may signify negative changes for the well-being. These include:

• A switch in eating habits, whether over or undereating
• A noticeable reduction in energy levels
• Being more reclusive and shying away from others
• Feeling persistent despair
• Indulging in alcohol, tobacco, or other substances more than usual
• Experiencing unexplained confusion, anger, guilt, or worry
• Severe mood swings
• Picking fights with family and friends
• Hearing voices with no identifiable source
• Thinking of self-harm or causing harm to others
• Being unable to perform daily tasks with ease

Whether young or old, the importance of mental health for total well-being cannot be overstated. When psychological wellness is affected, it can cause negative behaviors that may not only affect personal health but can also compromise relationships with others. 

Below are some of the benefits of good mental health.

A Stronger Ability to Cope With Life’s Stressors

When mental and emotional states are at peak levels, the challenges of life can be easier to overcome.

Where alcohol/drugs, isolation, tantrums, or fighting may have been adopted to manage relationship disputes, financial woes, work challenges, and other life issues—a stable mental state can encourage healthier coping mechanisms.

A Positive Self-Image

Mental health greatly correlates with personal feelings about oneself. Overall mental wellness plays a part in your self-esteem . Confidence can often be a good indicator of a healthy mental state.

A person whose mental health is flourishing is more likely to focus on the good in themselves. They will hone in on these qualities, and will generally have ambitions that strive for a healthy, happy life.

Healthier Relationships

If your mental health is in good standing, you might be more capable of providing your friends and family with quality time , affection , and support. When you're not in emotional distress, it can be easier to show up and support the people you care about.

Better Productivity

Dealing with depression or other mental health disorders can impact your productivity levels. If you feel mentally strong , it's more likely that you will be able to work more efficiently and provide higher quality work.

Higher Quality of Life

When mental well-being thrives, your quality of life may improve. This can give room for greater participation in community building. For example, you may begin volunteering in soup kitchens, at food drives, shelters, etc.

You might also pick up new hobbies , and make new acquaintances , and travel to new cities.

Because mental health is so important to general wellness, it’s important that you take care of your mental health.

To keep mental health in shape, a few introductions to and changes to lifestyle practices may be required. These include:

• Taking up regular exercise
• Prioritizing rest and sleep on a daily basis
• Trying meditation
• Learning coping skills for life challenges
• Keeping in touch with loved ones
• Maintaining a positive outlook on life

Another proven way to improve and maintain mental well-being is through the guidance of a professional. Talk therapy can teach you healthier ways to interact with others and coping mechanisms to try during difficult times.

Therapy can also help you address some of your own negative behaviors and provide you with the tools to make some changes in your own life.

The Bottom Line

So why is mental health so important? That's an easy answer: It profoundly affects every area of your life. If you're finding it difficult to address mental health concerns on your own, don't hesitate to seek help from a licensed therapist .

World Health Organization. Mental Health: Strengthening our Response .

Lippard ETC, Nemeroff CB. The Devastating Clinical Consequences of Child Abuse and Neglect: Increased Disease Vulnerability and Poor Treatment Response in Mood Disorders . Am J Psychiatry . 2020;177(1):20-36. doi:10.1176/appi.ajp.2019.19010020

 Helbich M. Mental Health and Environmental Exposures: An Editorial. Int J Environ Res Public Health . 2018;15(10):2207. Published 2018 Oct 10. doi:10.3390/ijerph15102207

Helbich M. Mental Health and Environmental Exposures: An Editorial. Int J Environ Res Public Health . 2018;15(10):2207. Published 2018 Oct 10. doi:10.3390/ijerph15102207

National Institutes of Health. Common Genetic Factors Found in 5 Mental Disorders .

Zaman R, Hankir A, Jemni M. Lifestyle Factors and Mental Health . Psychiatr Danub . 2019;31(Suppl 3):217-220.

Medline Plus. What Is mental health? .

National Alliance on Mental Health. Why Self-Esteem Is Important for Mental Health .

By Elizabeth Plumptre Elizabeth is a freelance health and wellness writer. She helps brands craft factual, yet relatable content that resonates with diverse audiences.

Home — Essay Samples — Nursing & Health — Mental Health — The Importance of Mental Health Awareness

The Importance of Mental Health Awareness

• Categories: Mental Health Social Isolation Stress Management

About this sample

Words: 1622 |

Updated: 4 November, 2023

Words: 1622 | Pages: 4 | 9 min read

Table of contents

Introduction, mental health awareness, video version, emotional well-being, psychological well‐being, social well-being.

• Health Effects of Social Isolation and Loneliness. (n.d.). Retrieved from https://www.aginglifecarejournal.org/health-effects-of-social-isolation-and-loneliness/.
• Top of Form Mental Health Myths and Facts https://www.mentalhealth.gov/basics/mental-health-myths-facts
• Mental Health Care Services by Family Physicians Position Paper. American Academy of Family Physicians Web site. http://www.aafp.org/online/en/home/policy/policies/m/mentalhealthcareservices.htm. Accessed February 11, 2013. [Google Scholar]
• Newman, T. (2017, August 24). Mental health: Definition , common disorders, and early signs. Retrieved from https://www.medicalnewstoday.com/articles/154543.php.
• Bottom of Form Rodriguez, B. D., Hurley, K., Upham, B., Kilroy, D. S., Dark, N., & Abreu, E (n.d.).Happiness and Emotional Well-Being. Retrieved from https://www.everydayhealth.com/emotional-health/understanding/index.aspx.
• World Health Organization. The Global Burden of Disease, 2004 Update. Part 4, Burden of Disease, DALYs. http://www.who.int/healthinfo/global_burden_disease/GBD_report_2004update_full.pdf . Accessed January 10, 2013. [Google Scholar]

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An advocate for everyone’s mental health

By Barbara Gutierrez [email protected] 05-06-2024

When U.S. Surgeon General Vivek Murthy visited the University of Miami in February, the student who introduced him was Emily Goldstein, a senior and chair of Counseling Outreach Peer Education (COPE), a student organization that facilitates conversations with the student body surrounding mental health topics that impact college students and the campus community.

Growing up in Newton, Massachusetts, Goldstein’s parents made sure that she knew how important it was to take care of her mental health.

“M y parents had always seen my mental health as equally important as my physical health and ensured my older brother and I knew how critical it was to care for both,” she said.

She will graduate in May with a Bachelor of Science in Education in Community and Applied Psychological Studies from the School of Education and Human Development .

Read about her experiences at the University and what lies ahead.

What attracted you to UM?

While going on the dreaded college tours, I found that each one was the same as the last. I heard, “Here’s the library (the floors get quieter the higher you go),” “We have over 200 clubs here,” and “We work hard and play hard, too!” countless times.

But, when I came to tour UM, on a whim, the environment felt different. The weather was beautiful, and students were in every corner of campus. Everyone seemed genuinely happy, and as I looked around, I kept thinking how happy I would be here.

What kept you here?

I love everything about UM: the academics, the people, the weather, the campus. I have found lifelong friends and mentors and made memories that I will never forget. The schoolwork can be hard but doing it in a Lakeside glider, with the sun on your face, a Starbucks in hand, your best friends next to you, and lizards scurrying by makes it fun. I love going to campus every day, discovering new places to settle in and study. The faculty, particularly in the School of Education and Human Development, have believed in me, inspired me, and helped me gain confidence and self-assuredness in my abilities.

What involvements did you pursue at the University?  

I have strived to immerse myself fully, engaging in communities across campus. I am a peer educator in COPE and served as chair during my senior year. I have been president of the Community and Applied Psychological Studies (CAPS) organization for three years and have served as public relations officer (two years) and vice president (one year) of the Miami Motion Dance Team. I have been a member of the Delta Delta Delta sorority since my freshman year and served as director of first-year

experience during my junior year. I am a dean’s ambassador and served as co-recruiting head during my junior year. I have conducted research in the School of Education and Human Development, and am also an inductee into the Psi Chi Honor Society and Omicron Delta Kappa. 

How has the University prepared you for the future?

The University of Miami has prepared me for the future in a myriad of ways. The CAPS major has influenced my view on life, as I have honed my critical-thinking skills, learned to write reflectively and vulnerably, and been empowered to consider my privilege. Most, if not all, of the CAPS courses emphasize these skills in some way and I believe I am a better human being because of it. The experiential opportunities and individual feedback from professors have allowed me to apply my learning and improve upon it, constantly refining my worldview and understanding of society and people. 

I have taken classes that are directly related to my future career path and classes that are simply knowledge for knowledge’s sake. One course in particular, Cultural Diversity in Psychology (PSY 413) taught by Dr. Sannisha Dale, absolutely changed my life and influenced how I think and perceive social issues. A discussion-based course, we talked about all the facets of culture and their effect on individuals, communities, and macro-level systems and institutions. I heard classmates’ stories of oppression and injustice, which were powerful and brave, and served as a tangible reminder of just how much growing our society has left to do. I had the opportunity to write a term paper where I focused on Indigenous forms of healing, with particular relevance to mental health conditions, which furthered my understanding of culturally competent care in counseling (my future career). 

What experience or accomplishment are you most proud of?

I am most proud of my work in COPE. As peer educators, COPE members serve as liaisons between the UM Counseling Center and the student body by promoting resources, providing mental health education, building rapport with students, and working to end the stigma on campus. We create, plan, and execute outreach events throughout the year to familiarize others with mental health issues. These events focus primarily on suicide, eating disorders, sexual violence, addiction, depression, anxiety, and stress, which are all particularly prevalent among college students. As chair this year, I have been playing an increasingly instrumental role in organizing and overseeing these operations, finding creative means to make our information accessible, and advising members on how to be safe spaces on campus. Through my work in COPE, I have genuinely felt as though I have made a difference and an impact on campus. We always say that even if we reach just one person, it is worth it. 

What’s next?

Next year, I will return home to earn my master’s in education and human development, with a school counseling focus, at Harvard University (a one-year program). After that, I will be attending Boston College's two-year program for a master’s in mental health counseling.

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Are smartphones driving our teens to depression.

By David Wallace-Wells

Opinion Writer

Here is a story. In 2007, Apple released the iPhone, initiating the smartphone revolution that would quickly transform the world. In 2010, it added a front-facing camera, helping shift the social-media landscape toward images, especially selfies. Partly as a result, in the five years that followed, the nature of childhood and especially adolescence was fundamentally changed — a “great rewiring,” in the words of the social psychologist Jonathan Haidt — such that between 2010 and 2015 mental health and well-being plummeted and suffering and despair exploded, particularly among teenage girls.

For young women, rates of hospitalization for nonfatal self-harm in the United States, which had bottomed out in 2009, started to rise again, according to data reported to the C.D.C., taking a leap beginning in 2012 and another beginning in 2016, and producing , over about a decade, an alarming 48 percent increase in such emergency room visits among American girls ages 15 to 19 and a shocking 188 percent increase among girls ages 10 to14.

Here is another story. In 2011, as part of the rollout of the Affordable Care Act, the Department of Health and Human Services issued a new set of guidelines that recommended that teenage girls should be screened annually for depression by their primary care physicians and that same year required that insurance providers cover such screenings in full. In 2015, H.H.S. finally mandated a coding change, proposed by the World Health Organization almost two decades before, that required hospitals to record whether an injury was self-inflicted or accidental — and which seemingly overnight nearly doubled rates for self-harm across all demographic groups. Soon thereafter, the coding of suicidal ideation was also updated. The effect of these bureaucratic changes on hospitalization data presumably varied from place to place. But in one place where it has been studied systematically, New Jersey, where 90 percent of children had health coverage even before the A.C.A., researchers have found that the changes explain nearly all of the state’s apparent upward trend in suicide-related hospital visits, turning what were “essentially flat” trendlines into something that looked like a youth mental health “crisis.”

Could both of these stories be partially true? Of course: Emotional distress among teenagers may be genuinely growing while simultaneous bureaucratic and cultural changes — more focus on mental health, destigmatization, growing comfort with therapy and medication — exaggerate the underlying trends. (This is what Adriana Corredor-Waldron, a co-author of the New Jersey study, believes — that suicidal behavior is distressingly high among teenagers in the United States and that many of our conventional measures are not very reliable to assess changes in suicidal behavior over time.) But over the past several years, Americans worrying over the well-being of teenagers have heard much less about that second story, which emphasizes changes in the broader culture of mental illness, screening guidelines and treatment, than the first one, which suggests smartphones and social-media use explain a whole raft of concerns about the well-being of the country’s youth.

When the smartphone thesis first came to prominence more than six years ago, advanced by Haidt’s sometime collaborator Jean Twenge, there was a fair amount of skepticism from scientists and social scientists and other commentators: Were teenagers really suffering that much? they asked. How much in this messy world could you pin on one piece of technology anyway? But some things have changed since then, including the conventional liberal perspective on the virtues of Big Tech, and, in the past few years, as more data has rolled in and more red flags have been raised about American teenagers — about the culture of college campuses, about the political hopelessness or neuroticism or radicalism or fatalism of teenagers, about a growing political gender divide, about how often they socialize or drink or have sex — a two-part conventional wisdom has taken hold across the pundit class. First, that American teenagers are experiencing a mental health crisis; second, that it is the fault of phones.

“Smartphones and social media are destroying children’s mental health,” the Financial Times declared last spring. This spring, Haidt’s new book on the subject, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, debuted at the top of the New York Times best-seller list. In its review of the book, The Guardian described the smartphone as “a pocket full of poison,” and in an essay , The New Yorker accepted as a given that Gen Z was in the midst of a “mental health emergency” and that “social media is bad for young people.” “Parents could see their phone-obsessed children changing and succumbing to distress,” The Wall Street Journal reflected . “Now we know the true horror of what happened.”

But, well, do we? Over the past five years, “Is it the phones?” has become “It’s probably the phones,” particularly among an anxious older generation processing bleak-looking charts of teenage mental health on social media as they are scrolling on their own phones. But however much we may think we know about how corrosive screen time is to mental health, the data looks murkier and more ambiguous than the headlines suggest — or than our own private anxieties, as parents and smartphone addicts, seem to tell us.

What do we really know about the state of mental health among teenagers today? Suicide offers the most concrete measure of emotional distress, and rates among American teenagers ages 15 to 19 have indeed risen over the past decade or so, to about 11.8 deaths per 100,000 in 2021 from about 7.5 deaths per 100,000 in 2009. But the American suicide epidemic is not confined to teenagers. In 2022, the rate had increased roughly as much since 2000 for the country as a whole, suggesting a national story both broader and more complicated than one focused on the emotional vulnerabilities of teenagers to Instagram. And among the teenagers of other rich countries, there is essentially no sign of a similar pattern. As Max Roser of Our World in Data recently documented , suicide rates among older teenagers and young adults have held roughly steady or declined over the same time period in France, Spain, Italy, Austria, Germany, Greece, Poland, Norway and Belgium. In Sweden there were only very small increases.

Is there a stronger distress signal in the data for young women? Yes, somewhat. According to an international analysis by The Economist, suicide rates among young women in 17 wealthy countries have grown since 2003, by about 17 percent, to a 2020 rate of 3.5 suicides per 100,000 people. The rate among young women has always been low, compared with other groups, and among the countries in the Economist data set, the rate among male teenagers, which has hardly grown at all, remains almost twice as high. Among men in their 50s, the rate is more than seven times as high.

In some countries, we see concerning signs of convergence by gender and age, with suicide rates among young women growing closer to other demographic groups. But the pattern, across countries, is quite varied. In Denmark, where smartphone penetration was the highest in the world in 2017, rates of hospitalization for self-harm among 10- to 19-year-olds fell by more than 40 percent between 2008 and 2016. In Germany, there are today barely one-quarter as many suicides among women between 15 and 20 as there were in the early 1980s, and the number has been remarkably flat for more than two decades. In the United States, suicide rates for young men are still three and a half times as high as for young women, the recent increases have been larger in absolute terms among young men than among young women, and suicide rates for all teenagers have been gradually declining since 2018. In 2022, the latest year for which C.D.C. data is available, suicide declined by 18 percent for Americans ages 10 to 14 and 9 percent for those ages 15 to 24.

None of this is to say that everything is fine — that the kids are perfectly all right, that there is no sign at all of worsening mental health among teenagers, or that there isn’t something significant and even potentially damaging about smartphone use and social media. Phones have changed us, and are still changing us, as anyone using one or observing the world through them knows well. But are they generating an obvious mental health crisis?

The picture that emerges from the suicide data is mixed and complicated to parse. Suicide is the hardest-to-dispute measure of despair, but not the most capacious. But while rates of depression and anxiety have grown strikingly for teenagers in certain parts of the world, including the U.S., it’s tricky to disentangle those increases from growing mental-health awareness and destigmatization, and attempts to measure the phenomenon in different ways can yield very different results.

According to data Haidt uses, from the U.S. National Survey on Drug Use and Health, conducted by the Substance Abuse and Mental Health Services Administration, the percent of teenage girls reporting major depressive episodes in the last year grew by about 50 percent between 2005 and 2017, for instance, during which time the share of teenage boys reporting the same grew by roughly 75 percent from a lower level. But in a biannual C.D.C. survey of teenage mental health, the share of teenagers reporting that they had been persistently sad for a period of at least two weeks in the past year grew from only 28.5 percent in 2005 to 31.5 percent in 2017. Two different surveys tracked exactly the same period, and one showed an enormous increase in depression while the other showed almost no change at all.

And if the rise of mood disorders were a straightforward effect of the smartphone, you’d expect to see it everywhere smartphones were, and, as with suicide, you don’t. In Britain, the share of young people who reported “feeling down” or experiencing depression grew from 31 percent in 2012 to 38 percent on the eve of the pandemic and to 41 percent in 2021. That is significant, though by other measures British teenagers appear, if more depressed than they were in the 2000s, not much more depressed than they were in the 1990s.

Overall, when you dig into the country-by-country data, many places seem to be registering increases in depression among teenagers, particularly among the countries of Western Europe and North America. But the trends are hard to disentangle from changes in diagnostic patterns and the medicalization of sadness, as Lucy Foulkes has argued , and the picture varies considerably from country to country. In Canada , for instance, surveys of teenagers’ well-being show a significant decline between 2015 and 2021, particularly among young women; in South Korea rates of depressive episodes among teenagers fell by 35 percent between 2006 and 2018.

Because much of our sense of teenage well-being comes from self-reported surveys, when you ask questions in different ways, the answers vary enormously. Haidt likes to cite data collected as part of an international standardized test program called PISA, which adds a few questions about loneliness at school to its sections covering progress in math, science and reading, and has found a pattern of increasing loneliness over the past decade. But according to the World Happiness Report , life satisfaction among those ages 15 to 24 around the world has been improving pretty steadily since 2013, with more significant gains among women, as the smartphone completed its global takeover, with a slight dip during the first two years of the pandemic. An international review published in 2020, examining more than 900,000 adolescents in 36 countries, showed no change in life satisfaction between 2002 and 2018.

“It doesn’t look like there’s one big uniform thing happening to people’s mental health,” said Andrew Przybylski, a professor at Oxford. “In some particular places, there are some measures moving in the wrong direction. But if I had to describe the global trend over the last decade, I would say there is no uniform trend showing a global crisis, and, where things are getting worse for teenagers, no evidence that it is the result of the spread of technology.”

If Haidt is the public face of worry about teenagers and phones, Przybylski is probably the most prominent skeptic of the thesis. Others include Amy Orben, at the University of Cambridge, who in January told The Guardian, “I think the concern about phones as a singular entity are overblown”; Chris Ferguson, at Stetson University, who is about to publish a new meta-analysis showing no relationship between smartphone use and well-being; and Candice Odgers, of the University of California, Irvine, who published a much-debated review of Haidt in Nature, in which she declared “the book’s repeated suggestion that digital technologies are rewiring our children’s brains and causing an epidemic of mental illness is not supported by science.”

Does that overstate the case? In a technical sense, I think, no: There may be some concerning changes in the underlying incidence of certain mood disorders among American teenagers over the past couple of decades, but they are hard to separate from changing methods of measuring and addressing mental health and mental illness. There isn’t great data on international trends in teenage suicide — but in those places with good reporting, the rates are generally not worsening — and the trends around anxiety, depression and well-being are ambiguous elsewhere in the world. And the association of those local increases with the rise of the smartphone, while now almost conventional wisdom among people like me, is, among specialists, very much a contested claim. Indeed, even Haidt, who has also emphasized broader changes to the culture of childhood , estimated that social media use is responsible for only about 10 percent to 15 percent of the variation in teenage well-being — which would be a significant correlation, given the complexities of adolescent life and of social science, but is also a much more measured estimate than you tend to see in headlines trumpeting the connection. And many others have arrived at much smaller estimates still.

But this all also raises the complicated question of what exactly we mean by “science,” in the context of social phenomena like these, and what standard of evidence we should be applying when asking whether something qualifies as a “crisis” or “emergency” and what we know about what may have caused it. There is a reason we rarely reduce broad social changes to monocausal explanations, whether we’re talking about the rapid decline of teenage pregnancy in the 2000s, or the spike in youth suicide in the late ’80s and early 1990s, or the rise in crime that began in the 1960s: Lives are far too complex to easily reduce to the influence of single factors, whether the factor is a recession or political conditions or, for that matter, climate breakdown.

To me, the number of places where rates of depression among teenagers are markedly on the rise is a legitimate cause for concern. But it is also worth remembering that, for instance, between the mid-1990s and the mid-2000s, diagnoses of American youth for bipolar disorder grew about 40-fold , and it is hard to find anyone who believes that change was a true reflection of underlying incidence. And when we find ourselves panicking over charts showing rapid increases in, say, the number of British girls who say they’re often unhappy or feel they are a failure, it’s worth keeping in mind that the charts were probably zoomed in to emphasize the spike, and the increase is only from about 5 percent of teenagers to about 10 percent in the first case, or from about 15 percent to about 20 percent in the second. It may also be the case, as Orben has emphasized , that smartphones and social media may be problematic for some teenagers without doing emotional damage to a majority of them. That’s not to say that in taking in the full scope of the problem, there is nothing there. But overall it is probably less than meets the eye.

If you are having thoughts of suicide, call or text 988 to reach the 988 Suicide and Crisis Lifeline or go to SpeakingOfSuicide.com/resources for a list of additional resources.

Further reading (and listening):

On Jonathan Haidt’s After Babel Substack , a series of admirable responses to critics of “The Anxious Generation” and the smartphone thesis by Haidt, his lead researcher Zach Rausch, and his sometime collaborator Jean Twenge.

In Vox, Eric Levitz weighs the body of evidence for and against the thesis.

Tom Chivers and Stuart Ritchie deliver a useful overview of the evidence and its limitations on the Studies Show podcast.

Five experts review the evidence for the smartphone hypothesis in The Guardian.

A Substack survey of “diagnostic inflation” and teenage mental health.

More From Forbes

The best gift for teacher appreciation week: better mental health.

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“What teachers want more than anything is a work culture that actually sees and values them as whole humans.”

Teachers want to be valued as whole humans

Today marks the start of Teacher Appreciation Week, where we pause to honor the tremendous effort teachers put forth every day, both in and out of the classroom. But while the intent of this celebration is absolutely a laudable one, it often doesn’t go far enough to make a difference in the everyday experience of many educators.

Coinciding with Teacher Appreciation Week is Mental Health Awareness Month—two themes that have become increasingly intertwined over the past several years. While many other professions seem to have rebounded from the effects of the pandemic, education is still reeling. Teacher burnout and mental health struggles are at an all-time high, and it’s not getting better.

I’ve written before about the epic crisis facing education . I’ve wondered what will happen when there are no more teachers . I’ve tried to highlight the value of what teachers bring , day in and day out. Today, I want to talk about why Teacher Appreciation Week needs to be more than a pat on the back.

“Schools are struggling to retain their teaching staff because we are experiencing a workplace philosophical shift,” says Sophia Koehler-Berkley, former teacher and now a NASM Certified Wellness Coach. “Teachers have begun to recognize the many ways the workplace inside schools are not benefiting their well-being, especially in the long-term, and they are leaving to find other schools or other professions that allow them the work-life-balance needed to continue beyond just a few years in the classroom.”

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The major contributor to teacher burnout, says Koehler-Berkley, is how educators are seen as ‘servant leaders.’ “Because teachers deeply care about their students’ well-being, are so mission oriented, and strive to ‘serve their students first,’ this often comes at the cost of establishing healthy boundaries/routines that serve their own wellbeing,” she says.

It’s the often-toxic work culture of schools that hurts teachers the most. Koehler-Berkley shared an example when her brother-in-law passed away from leukemia during her first month of teaching. “I was asked to provide a copy of his funeral service brochure as evidence that my grief was real (this is a standard departmental documentation protocol) and then was guilted by my administration for taking the 1 day off to grieve,” she says. “Doing so in their eyes negatively impacted the learning in my classroom and did not set high expectations for my students.

“Worst of all, because I did deeply care about my students, even after only a few short weeks with them, this only negatively added to my mental load. I felt like by taking time off, I was creating harm.”

The saddest part of this story is that it’s not unique. “Talk to educators anywhere about what contributes to the detriment of their mental health,” says Koehler-Berkley, “and they will name symptoms that can all be linked to the disease of school cultures that do not support teacher wellbeing.”

Non-existent mental health support

From Koehler-Berkley’s personal examples, it seems that mental health support for teachers is basically non-existent. “We get new water bottles, maybe a new school swag t-shirt, or gift card during teacher-appreciation week, but teachers mental health is often pushed to the back-burner,” says Koehler-Berkley. “We are told to ‘fill our cups,’ but no one tells us where/how to find the water to sustain us.” Preaching self-care is clearly not the answer.

During a decade working in and around a large district, Koehler-Berkley says she never once heard of a mental-health workshop that raised awareness or offered research-based practices for monitoring one’s own mental health. “Instead, I have known 3 educators who have taken their own lives, countless who have battled with addiction, and a teacher-happy-hour culture that encourages us to ‘take a load off’ by turning to substance use as the only reprieve from our own mental strain.”

Would this happen in a corporate setting? It’s hard to imagine a workplace with such unrelenting stimulation and stress, without any meaningful resources for its employees to cope. “In most companies it's common to have an HR-led ‘here are the systems in place to support you should you need it’ conversations,” says Koehler-Berkley. “This is not the case for most educators. Teachers support whole communities, but every teacher deserves an advocate for their personal well-being.”

Naturally, teacher support can vary depending on the district. Koehler-Berkley is also confident there are many good leaders in the school systems. “I am so hopeful that there are principals out there determined to provide meaningful support to their own teacher’s mental health,” says Koehler-Berkley.

What teachers really want

“What teachers want more than anything,” says Koehler-Berkley, “is a work culture that actually sees and values them as whole humans.” She describes such an atmosphere as one where:

• Boundaries between work and home are respected, by providing paid time in the school day to plan, grade, and strategize
• Leaving at the end of the school day is the norm, not the exception
• Breaks are used to enjoy oneself, not to recover
• Taking a personal day does not involve follow-up questions of ‘how/why you needed the day’
• Teachers are recognized for being the support system for so many young-people and therefore granted grace and understanding for what that means to a person’s mental load

Is this really too much to ask?

A teacherless future

If communities fail to address the mental health needs of teachers, the picture is bleak. “There are already vacancies in schools that never fill, which in turn stretches those on staff beyond just the roles they are assigned,” says Koehler-Berkley. “Fewer and fewer of the younger generations are signing up or being motivated to become educators because while they may be service oriented, they have a healthy sense of self-preservation.”

A teacherless future is the crisis of epic proportions that is facing education today. And aside from its large-scale implications, there’s a personal cost as well. “It deeply saddens me—I was put into the position where I had to question what was more important: Continuing to serve the next generation or continue to put my own mental-health on the line,” says Koehler-Berkley. “Teachers will come back to the classroom when we no longer have to choose.”

Even as we focus resources on improving the mental health of students , there should be a similar emphasis on supporting the educators who show up for them every day.

So as we celebrate Teacher Appreciation Week, let’s give teachers what they really want: A frank conversation about what needs to change inside their school in order to support their mental health and wellbeing.

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