Mental Health and PsychoSocial Support Urgently Required

Globally, it is estimated that one in seven (14%) of 10–19-year-olds experience mental health conditions, yet these remain largely unrecognized and untreated. The World Health Organization (WHO) adds that adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health and human rights violations. Adolescence is a crucial period for developing social and emotional habits important for mental well-being. These include adopting healthy sleep patterns; exercising regularly; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Protective and supportive environments in the family, at school and in the wider community are important. However, there are many factors that can impact the holistic development during adolescence. The WHO comments that multiple factors affect mental health. Importantly, the more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors that can contribute to stress during adolescence include exposure to adversity, pressure to conform with peers and exploration of identity. Media influence and gender norms can exacerbate the disparity between an adolescent’s lived reality and their perceptions or aspirations for the future. Other important determinants include the quality of their home life and relationships with peers. Violence (especially sexual violence and bullying), harsh parenting and severe and socioeconomic problems are recognized risks to mental health. Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services. In Pursuit of Culturally Responsive Teaching. Culturally responsive teaching means using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction. The term was coined by researcher Geneva Gay in 2000, who wrote that “when academic knowledge and skills are situated within the lived experiences and frames of reference for students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly.” Global education systems, like most other systems oftentimes dehumanize its stakeholders. In a dispensation of data driven schema and the celebration of high achievers student outcomes are devoid of much human element. Students in this era are rendered as merely statistics and sadly, policies are created to fit such numbers. While we acknowledge that policy- making is a challenging task the emphasis ought not to be solely on Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, the Arts and Mathematics (STEAM). What happens when the steams run out as is the case in a growing number of instances. The student as a person is not seriously accounted for. In fact, the teacher as a person is also treated similarly. Unfortunately, both major players are not coping well given that global education systems are not geared to identify those in need of mental health support. Mental health and mental wellness are frequently spoken about after the fact. The symptoms are often ignored or avoided. The after the fact approach is often too late for some students who are struggling. In many instances students are timetabled with an overload of subjects. Educators must be mindful that the education system despite having a national standard curriculum is not a one size fits all. At the primary level many students upon exiting primary school are psychologically drained. The Primary Exit Profile (PEP) examination currently covers three years during which students are required to do multiple papers, a lengthy and stressful process. The Primary Exit Profile (PEP) examination which begins at grade 4 is rigorous, stressful and at times detached from the realities of many students. As a result, by the time some students arrive at the secondary level, in grade 7 they are emotionally struggling. Added to this fact, there are no social workers stationed at public schools and the guidance counselors are overwhelmed. To add insult to injury frequently there are no guidance counsellors at private schools at the primary level commonly referred to as preparatory schools. Not all students will be able to manage 8 or 9 Caribbean Secondary Education Certificate (CSEC) subjects. Of course many will attempt to do so given the insularity in thinking among school leadership. What is required is a comprehensive policy of psycho social support for all students at both the primary and secondary levels. Emotional Disorders. So many students are suffering from depression and mental ill health. Undoubtedly, the stigma and discrimination regarding mental health contributes greatly to the guarded and half -hearted support to this illness. The situation is even worse for rural students where accesses to psychological services are not as readily available as in urban areas. The WHO states that emotional disorders are common among adolescents. Anxiety disorders (which may involve panic or excessive worry) are the most prevalent in this age group and are more common among older than among younger adolescents. It is estimated that 4.4% of 10–14-year-olds and 5.5% of 15–19-year-olds experience an anxiety disorder. Depression is estimated to occur among 1.4% of adolescents aged 10–14 years, and 3.5% of 15–19-year-olds). Depression and anxiety share some of the same symptoms, including rapid and unexpected changes in mood. Anxiety and depressive disorders can profoundly affect school attendance and schoolwork. Social withdrawal can exacerbate isolation and loneliness. Depression can lead to suicide. Suicide and Self -Harm. Suicide is the third leading cause of death in older adolescents and young adults (15–29 years). Risk factors for suicide are multifaceted, and include harmful use of alcohol, abuse in childhood, stigma against help-seeking, barriers to accessing care and access to means of suicide. Digital media, like any other media, can play a significant role in either enhancing or weakening suicide prevention efforts. Adolescence is that stage of trying to fit in. It is that period of enslavement to fit with fashion and whatever else is trending. Those adolescents who dare to be different are frequently bullied and ridiculed. These collisions of emotions are a major contributing factor to mental health challenges. Unfortunately, mental health promotion and prevention is currently lacking across the society. Unquestionably, this sub group in the society is most vulnerable. Mental health promotion and prevention interventions aim to strengthen an individual's capacity to regulate emotions, enhance alternatives to risk-taking behaviours, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks. Regrettably, while the authorities continue to pussyfoot around mental health our youngsters suffer in silence. Mental health deserves serious attention, especially when it comes to young people, who often feel trapped without the right resources or support. More attention and support are needed to scaffold this vulnerable sub-group in our society. Our children are the future. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo ©