Adolescent Mental Health

The Responsibilities of our School System

Increasing amounts of children are suffering needlessly because the

very institutions and systems that were created to take care of them are

not meeting their emotional, behavioral, and developmental needs.

According to the Surgeon General’s 1999 report on Mental Health,

“One in five children and adolescents experiences the signs and

symptoms of a DSM-IV disorder during the course of a year”. The

document reports that an estimated 6 to 9 million youngsters with

serious emotional disturbances are not receiving the help they need-

especially from low-income families. The reality for many large urban

schools is that well-over 50% of their students manifest significant

learning, behavior and emotional problems. The report warns of the

inadequacies of the current mental health system and that the situation

will worsen because of swelling demographics that are resulting in

more older Americans and children and adolescents with MH-related

concerns. Promoting Healthy Minds for Safer Communities Act of

2014 (S.2872) amends the Public Health Service Act to strengthen and

improve intervention efforts. This bill will require the U.S. Secretary of

Health and Human Services to establish a program to award grants to

expand mental health crisis assistance programs. I personally implore

you, Arne Duncan, and the U.S. Department of Education to support

this legislation.

I. Executive Summary

Arne Duncan

U.S. Secretary of Education Department of Education

Mental Health in Schools & S.2872

Alexandra Rupp

California State University, Northridge

Master of Social Work Program

To

From

December 1, 2014

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Should public school systems provide mental health services

to students?

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The Facts

§ 52 million students in the U.S.A (SSWAA, 2013)

§ 25% of children and adolescents experience depression, anxiety or substance abuse disorders in a given year (CHHCS, 2013)

§ 1 in 5 students (ages 9 to 17) are seen as experiencing the signs and symptoms of a DSM-IV disorder during the course of a year (ACA, 2013)

§ 2.4 million youths report using illegal drugs within a given year

§ 50% of students at large urban schools are manifesting significant behavior, learning, and emotional problems (SMHP, 2014)

§ 4 out of 5 students don’t receive the mental health services and help they need! (SMHP, 2014)

§ 13-20% of children living in the U.S. experience a mental illness and surveillance over the past two decades has shown the prevalence of these

The Reality of these trends: the mental health problems of most

youngsters are not rooted in internal pathology. Many

troubling symptoms would not develop if environmental

circumstances were appropriately different!

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II. Statement of the Issue

III. Background In order for students to succeed and schools to function

satisfactorily, mental health concerns must be addressed!

Mentally healthy children and adolescents develop the ability to experience a range of emotions in appropriate and constructive ways: possess positive self-esteem and a respect for others; and harbor a deep sense of security and trust in themselves and the world. Mentally healthy children and adolescents are able to function in developmentally appropriate ways in the contexts of self, family, peers, school, and community. Building on a foundation of personal interaction and support, mentally healthy children and adolescents develop the ability to initiate and maintain meaningful relationships and learn to function productively in the world (National Center for Education in Maternal and Child Health, 2012).

Mental health services for children and youth must be accessible. Schools are ideal settings to provide mental health services to children and youth. Virtually every community has a school and most youngsters spend six hours a day there with trained, caring professionals (SSWAA, 2014).

The school environment is:

• Tailored to learning and development • A natural context for prevention and intervention • Connected to community resources • Familiar and accessible to students and parents • Designed to promote communication between home

and school

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“ The United States of America has no greater responsibility than safeguarding the well-being of our children. Ensuring safe schools and communities is paramount to this responsibility” (SSWAA, 2013).

The U.S. Department of Education needs to advocate/integrate research-based public policies and programs that improve academic and social

outcomes for children and youth.

IV. Pre-existing Policies The following represents policy actions toward effective mental health services in schools by the state of California:

• Early Mental Health Initiative

School funding provided by the state to support early intervention and prevention programs regarding mental health

• Mental Health in Schools Act of 2013

Amends the Public Health Service Act to revise a community children and violence program to assist local communities and schools in applying a public health approach to mental health services

All children and adolescents should

have consistent, equal access to mental health

services in a school setting.

The Big issue

Although steps have been taken by policy makers to implement mental health services as a public school

obligation, but the number of children who do not receive the psycho, emotional, and behavioral health they need is still

dangerously high!

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1) Increase access to mental health services and supports in school.

Increased access to MH services and supports in schools, including the infusion of social-emotional learning in our classroms, is vital to improving the physical and psychological safety of our students and schools, as well as academic performance and problem solving skills. Opposing arguments

might impose that funding for these services will take away from the financial implications of a school’s main function to provide adequate education. Although, MH support is necessary for a student to be academically succesful.

2) Develop safe and supportive schools and implement initiatives that consider both psychological and physical safety. Maintain safe school environments that promote learning, psychological health, and student success. We need to ensure that adquate learning supports and policies are present to provide a continuum of services that respond to the needs of all students.

3) Establish trained school safety and crisis teams Training should encompass ongoing prevention and early intervention as well as response and recoveryin the even the unpreventable occurs. The primary goal should be to reinforce learning as well as safety.

V. A Call to Action

VI. Recommendation

By supporting S.2872, the U.S. Department of Education will aid in providing the titles called into action as listed above. Strengthening and improving intervention efforts is a tiered process rooted in educating parents, teachers, professionals, and the community. Early intervention is crucial in the resiliency of our youth and the U.S. Department of Education plays a vital role in student success.

References

Adelman, H., Taylor, L., Weist, M., Adelsheim, S., Freeman, B. (1999). Mental health in schools: A federal initiative. Children's Services, 2(2), 95-115. Retrieved November 9, 2014 from http://web.a.ebscohost.com.libproxy.csun.edu/ehost/pdfviewer/pdfviewer?sid=9d2bac20-fb7e-4995-b0f3-5ebf6a067839%40sessionmgr4001&vid=1&hid=4104

CHHCS (2013). The Center for Health and Health Care in Schools. Retrieved November 10, 2014 from www.healthinschools.org.

Moses-Zirkes, S., Hurley, C. M., Wrobel, G. (1997). From Compass to Road Map: Developing Comprehensive Policy for Delivering Mental Health Services in Schools. National Association of School Psychologists. Retrieved November 9, 2014 from http://files.eric.ed.gov/fulltext/ED423474.pdf.

SAMHSA (2014). Substance Abuse and Mental Health Services Administration. Retrieved November 20, 2014 from www.samhsa.gov.

SSWAA (2013). School Social Work Association of America. Retrieved November 9, 2014 from www.sswaa.org.