Mental Illness Is Not Contagious – Be The Example!

Mental illness is still very misinterpreted and underdiscussed in society and as a result, our children often suffer in silence, especially in the classroom. Children know when they are not okay, but they also know that their peers will call them crazy or bonkers if they decide to speak up. Those labels and any stigmas attached to mental health disorders need to be nipped in the bud and teachers need to be at the forefront of such actions. Remind your whole class that those who suffer from mental health issues deserve the same respect and dignity as those who suffer from physical health issues.

Bruce van Stone is a learning specialist in bullying awareness and prevention at the New Brunswick Department of Education and Early Childhood Development and he gives some very insightful tips on how to deal with certain mental disorders in the classroom.

Strategies that can be used effectively for students suffering from anxiety:

• Allow flexible deadlines when they find a particular assignment worrisome.
• Encourage accountability and follow-through, but not in ways that promote stress and discomfort.
• Provide choices for assignments and help them feel like they have some control over their environment.
• Ensure they write down assignment instructions correctly.
• Post the daily class schedule so students can know what to expect.

Strategies that can be used effectively for students suffering from bipolar disorder:

• Divide assigned readings into manageable segments and monitor the student’s progress, checking comprehension periodically.
• When a student’s energy is low, reduce academic demands; when their energy is high, increase them.
• Identify a place where the student can go for privacy until he or she regains self-control.
• If a student becomes defiant, do not argue with them; instead, concentre on calming him or her down.
• Regularly check in with the student’s parents so that you can share your observations and better understand their cycles of mood fluctuations more effectively.
• If the student is willing, talk to him or her about their cycles and how they would prefer you to respond to their episodes.

Strategies for addressing depression:

• Reduce some classroom pressures.
• Break tasks into smaller parts.
• Reassure students that they can catch up. Provide step-by-step instructions and be flexible and realistic with your expectations.
• Help students use positive statements about their performance and encourage positive and realistic goal-setting.
• Encourage gradual social interaction (i.e./ small group work). Ask students who are more social to help bring that student back into group discussions.
• Ask parents what would be helpful in the classroom to reduce pressure or motivate the child.

Keep in mind that every child is different and that with each disorder, there are varying degrees of symptoms and presenting issues. A little bit of understanding and TLC goes a long way!