The Social Problem The topic of mental health in middle schools is not often talked about with students

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The Social Problem

The topic of mental health in middle schools is not often talked about with students. Not only is the topic of mental health taboo to talk about, but the lingering stigma does not help as well. Many health classes skim over the mental health section and then move onto the next topic of discussion. These students are not learning the necessary tools that can help prevent further mental health deterioration in the future, or even simple coping mechanisms that can help them develop healthy coping behaviors. The education of mental health should be more in depth in all schools and should be longer than just a small section in the health class. This problem can cause students to not know what to do when they are overly stressed and overwhelmed with their responsibilities. They will turn to unhealthy coping mechanisms such as drinking alcohol, smoking marijuana, and the more common one, vaping. The number of students that are experiencing high levels of stress and anxiety is increasing. “The frequency of anxiety disorders ranges from about 3% up to 20% of children and adolescents… With a 10% frequency rate, a middle school class of 30 students could have as many as three students with an anxiety disorder” (Huberty, 2010).

The Ideological Perspective

The need for more mental health education is very prevalent in the state of Washington. “In Seattle, a typical night at Seattle Children's hospital now includes admitting one to two children who have attempted suicide. Each week, the hospital's emergency department sees about 170 children and adolescents for psychiatric emergencies — up from 50 a week before the pandemic” (Furfaro, 2021). The need for mental health education and mental health services has increased dramatically, especially since the pandemic has halted in person schooling. The Chronicle also states that even before the pandemic, children and teenagers were reporting increasing incidences of hopelessness, anxiety, and suicidal thoughts. (Furfaro, 2021). With or without the COVID pandemic, there is a rise in the need for mental health interventions, and schools are on the front lines of this. Children and adolescents spend the majority of their time in schools and educators are the first ones to notice a difference in their performances. Having the students thoroughly educated on their mental health and different ways to improve or work on it can be extremely beneficial.

Causal Analysis

There are many factors to be considered when looking into the causes of this social problem. On an individual level, the student’s mental health can be affected by the relationship between parent and child. Their bond, or attachment style, is crucial in the development of the child’s mental health. Also, any problem the parent may be experiencing directly affects the child. Attachment theory best explains the cause on the individual level. “There is mounting evidence that early experiences with caregivers (including their influence on attachment) contribute to the calibration and ongoing regulation of the HPA axis (e.g., cortisol reactivity, diurnal cortisol rhythms), a system that is central to the body's stress response” (Cassidy et al., 2013).

There are also factors surrounding the sociocultural and economic environment. Research shows that there is a link between poverty and mental health. “Living in a poor or low-income household has been linked to poor health and increased risk for mental health problems in both children and adults that can persist across the life span” (Hodgkinson et al., 2016).

Despite low-income families having a very high need for mental health services, they are least likely to be connected to quality mental health care. “In 2014, 20% of all children lived in low-income households. Ten percent of children live in “persistent poverty” (spend at least half their childhood poor), putting them at greater risk for adverse outcomes across their life span” (Hodgkinson et al., 2016).

Gainers and Losers

The people that lose the most from this social problem are the students that are being directly affected. The ones that are not able to receive the mental health services they need can lose their lives if their mental health needs are that serious. They lose a form of crucial support in their personal lives and will not be able to receive the help they need. Schools right now are also losing because their students may not be performing up to their standards because of their personal mental health issues. When a certain percentage of the students don’t reach a certain performance level, the schools may lose funding or support from sponsors.

The people that gain from this social problem is no one. There is really no one that benefits from the mental health crisis the united states are experiencing, the students in middle school included. There is no positive gain for anyone involved in the mental health care of middle school students.

Judicial Context

The Mental Health in Schools Act was originally passed in 2009. Its purpose was to increase funding for Safe Schools-Healthy Students program, provide for comprehensive staff development for school and community members working in the school, and provide comprehensive training for children with mental health disorders, parents, siblings, and any other relative or concerned member of the community. Since 2009, it has been amended 4 times, the last time being in 2017. It goes into grants, training, evaluations, requirements, and compliance with HIPPA (Mental Health in Schools Act of 2017). Although states are required to allocate and provide time to mental health in schools, they are still lacking in that area. “Schools are both ground zero for the effects of mental health problems in children and youth and critical players in providing g services. Yet too many schools face this need with inadequate resources” (Rossen & Cowan, 2014)

In August of 2019, Governor Phil Murphy signed legislation that requires all New Jersey Public Schools to include mental health instruction in the health curriculum in Kindergarten through senior year in high school. “Under the bill, the health instruction provided by a school district must recognize the multiple dimensions of health by including mental health and the relationship of physical and mental health so as to enhance student understanding, attitudes, and

behaviors that promote health, well-being, and human dignity” (Leonard, 2019).

Historical Context

The need for mental health services in schools has always been present, but it is critical for it to be implemented in an efficient manner now more than ever. According to the 2010 U.S Census figures, approximately 15 million children in the United States suffered from mental, behavioral, or emotional disorders. “Yet estimates show that almost half of all children with those emotional or psychological conditions don’t receive either medication or psychological services, and only 7.4 percent of adolescents report visiting with a mental health professional over the course of a year” (Mahnken, 2017). The National Association of School Psychologists recommends a ration of 700 students to one school psychologist. The ratio in 2014-2015 was double the recommended amount. Mental health workers in schools are stretched thin and are expected to deliver quality services to every student. This creates the problem of not teaching enough about mental health in the school’s everyday curriculum. If mental health was not so stigmatized and normalized in school, there could be less students experiencing such high levels of stress, anxiety, and much more.