Responding To Student Mental Health Issues

Recognizing & Responding to Student Mental Health Issues: Part One

Mental health and mental illness are topics that are at the forefront of national discussion and current events. And, while most dialogues center on mental health in adults, mental health in children should not be overlooked. “In fact, research has now shown that most mental health disorders follow a developmental course that typically starts early in life,” generally before the age of 24.[i]
In the United States alone, one in five children ages 13-18 “have a diagnosable emotional, behavioral or mental health disorder and 1 in 10 young people have a mental health challenge that is severe enough to impair how they function at home, school or in the community.”[ii]
Furthermore, “even though mental illness affects so many…kids aged 6-17, at least half (and many estimate as many as 80%) of them do not receive the mental health care they need.”[iii]
As children often spend a majority of their time in schools, symptoms of students’ mental health issues often manifest in these educational settings. For this reason, it’s critical that everyone—parents, teachers, counselors, and administrators—are trained and familiar with recognizing and responding to student mental health issues. This first article in a two-part series on student mental health issues focuses on identification of some of the more common mental illnesses among children and adolescents.

Common Student Mental Health Issues

While there are many different types of mental illnesses that affect students, according to research from the National Institutes of Health, the most common student mental health issues are related to conditions such as:

    •Depression
    •Anxiety
    •Eating Disorders
    •Obsessive Compulsive Disorder (OCD)
    •Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)
    •Substance Abuse
    •Bipolar Disorder

Less common mental health issues in students include:

    •Panic Disorder
    •Post-Traumatic Stress Disorder
    •Schizophrenia
    •Borderline Personality Disorder
      •Autistic Spectrum Disorders

[iv]

Recognizing Student Mental Health Issues

The first step in treating a students’ mental illness is being able to identify and recognize symptoms and behavioral traits that may be indicative of an underlying mental illness. Some of the more frequently seen symptoms of common mental health issues in students include:

    •Out-of-control risk-taking behaviors that pose a danger to themselves or others
    •Severe mood swings
    •Dramatic weight loss or gain
    •Repeated use of drugs or alcohol
    •Suicidal thoughts or actions
    •Intense, prolonged feelings of sadness, fatigue, or lack of motivation
    •Drastic changes in behavior or personality
    •Difficulty concentrating, focusing, or staying still
      •Extreme anxiety or fear that impacts normal activities

[v]

It’s important to remember, however, that recognizing student mental health issues is not a static or simple process. Every student is different and their mental illness may present or impact them in “a variety of ways to varying degrees in the school environment. One child’s symptoms may be really hard to manage at school while another child with the same condition may not have much difficulty.”[vi]

School Surveys to Identify Student Mental Health Issues

While student mental health issues are profoundly personal and no two cases are exactly the same, environmental factors can play a significant role in the development (and treatment) of mental illnesses. According to Richard McNally, PhD, a clinical psychologist at Harvard University and author of the 2011 book “What is Mental Illness?”, “mental illnesses are likely to have multiple causes, including genetic, biological and environmental factors.”[vii]
Since students spend, on average, at least eight hours in school environments on a daily basis, the evaluation of risk factors and school climate on a large scale can be helpful for educators to gain a data-driven perspective of the overall mental health of students at their school. These evaluation processes can also help administrators determine how the school environment as a whole is affecting the mental health of its students. One of the best ways to garner this information is through student surveys.
Anonymous student surveys, such as The Pride Learning Environment Survey, offer powerful information that allows administrators to analyze a number of critical factors such as:

    •Student-teacher relationships at school
    •Students at home and in the community
    •Student alcohol, tobacco and other drug use
    •Student mental health
    •School climate

Other student behaviors such as:

    •Violence
    •Bullying
    •Absenteeism and suspension

Student Mental Health Issues in Schools

Clearly, student mental illness and mental health issues are a major concern affecting children and adolescents in schools all across the nation. Being able to identify the signs and symptoms of mental illness are a critical first step in recognizing student mental health issues. However, simple identification is not enough. Part two of this series will focus on strategies that parents, teachers, administrators, and counselors can use when responding to student mental health issues and helping affected students get the treatment and assistance that they need.

[i]“Child and Adolescent Mental Health.” National Institute for Mental Health. Retrieved from http://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health/index.shtml on July 25, 2016.

[ii]Kessler, R. C., Berglund, P., Demler, O., et al. (2005). Life-time prevalence and age-of-onset distribution of DSM-IV disorders in the national co-morbidity survey replication. Archives of General Psychiatry 62, 593-602.

[iii]Kataoka, S.; Zhang, L.; & Wells, K. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159(9), pp. 1548-1555.

[iv]“Common Mental Health Problems.” U.S. National Library of Medicine (National Institutes of Health). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC556080/ on July 25, 2016.

[v]“Mental Health Facts: Children and Teens.” National Alliance on Mental Illness. Retrieved from https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf on July 26, 2016.

[vi]“Problems at School.” Association for Children’s Mental Health: Michigan. Retrieved from http://www.acmh-mi.org/get-help/navigating/problems-at-school/ on July 26, 2016.

[vii]“The Roots of Mental Illness.” Weir, Kirsten. Monitor on Psychology (June 2012). American Psychological Association. Retrieved from http://www.apa.org/monitor/2012/06/roots.aspx on July 26, 2016.

Drug Safety Tips for Parents

The Importance of Monitoring Prescription Drug Use for Your Child

Doctors commonly treat pain caused by serious injuries or surgery with prescription medications known as opioids, a class of drug that works by interacting with opioid receptors located in the brain and nervous system to produce a sense of pleasure, reducing pain in the process.[1] From 1994 to 2007, the prescribing rates for prescription opioids among adolescents and young adults nearly doubled.[2] Although doctors often turn to opioids as a treatment option for severe pain in children, teens, and other minors, the misuse of these prescription drugs can lead to serious health risks, and can even cause death.[3] Monitoring the use of prescription drugs for your child’s pain management is one of the ways that you can help avoid a negative outcome.[4]

Monitoring Prescription Drugs: How Opioids Can Affect Your Child

If your child continues to use prescription drugs beyond the recommended period of time or exceeds the recommended dosage, it could lead to substance use disorder over time. The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) describes substance use disorder as the repeated use of alcohol or drugs, resulting in impairment of varying levels. Conditions that include drug dependence and drug abuse are both considered forms of substance use disorder.[5] Individuals who use prescription opioids may find that they experience symptoms that affect their health, such as:

    • Euphoria
    • Nausea
    • Itching
    • Confusion
    • Constipation
    • Slurred speech
      • Slow breathing

[6]

In addition to affecting their health, prescription drugs may also cause users to experience behavioral changes as well.[7] While monitoring the use of prescription drugs for your child, look for signs of ongoing drug use that include:

    • Irritability
    • Lack of interest in activities
    • Decreased focus
      • Withdrawal from others

[8]

How to Dispose of Your Child’s Unused Prescription Drugs

Eliminate the likelihood of your child misusing prescription drugs that are unused or expired by removing these substances from your home.[9] How to properly dispose of unused prescription drugs is dependent upon factors that include whether or not the medication includes disposal instructions, your location, and the availability of medication collection receptacles.[10] In September of 2014, the U.S. Drug Enforcement Administration (DEA) put guidelines into place regarding proper methods for prescription drug disposal.[11] Below is a list of methods to ensure that drugs are disposed of safely.

    • Read prescription instructions.

You may find instructions for proper drug disposal located on the prescription label, or in any patient information that is included with the drug. Be sure to follow these directions in order to ensure that the drugs are safely disposed of.

    • Take advantage of drug take-back programs.

The DEA’s National Drug Take-Back Day was created with the goal of collecting unused drug donations, helping to keep the drugs out of the hands of individuals who might misuse them. Programs that are similar to this may be supported by the local law enforcement in your community as well.

    • Place prescription drugs in a collection receptacle.

Some communities have what are referred to as “collectors.” These sites are registered with the DEA and are trusted locations in which you can dispose of your unused prescriptions drugs in a drop box.

    • Follow the proper steps for at-home disposal.

If you decide to simply throw your unused prescriptions in the trash, take extra precautions. Start by placing the medication into a substance that would make it unable to be consumed, such as cat litter. Place the drug mixture into a disposable container or sealed bag before throwing it away. Alternately, many companies sell medication disposal systems wherein you place your excess prescription medications into bags or other containers that are specially designed to neutralize medications. These products prevent the drugs from being used by others or leaking into soil or groundwater. Prescription bottles can be thrown away or recycled as well, although it is suggested that you first mark out any identifiers on the bottle in order to protect your personal information.

    • Avoid flushing medication down the toilet, unless instructed.

Although the FDA has determined that some drugs can be safely disposed of by flushing them down the toilet, this does not apply to all prescription drugs.[12] Flushing medications that are not approved could actually cause medications to enter drinking water by way of groundwater, or after making its way to rivers and lakes.[13]

Your Role in Promoting Drug Safety: Tips for Parents

Drug overdose became the number one cause of accidental death in the United States as of 2014, with over 18,893 overdose deaths attributed to the use of prescription drugs.[14] This statistic further highlights the importance of monitoring prescription drugs for your child’s safety. In addition to monitoring your child’s use of medication, you should also educate yourself about drugs in general and communicate with your child in regards to the health risks associated with misusing prescription drugs.[15]

[1]“Opioid Addiction 2016 Facts & Figures.” Asam.org. Retrieved from http://www.asam.org/docs/default-source/advocacy/opioid-addiction-disease-facts-figures.pdf on July 15, 2016. http://www.asam.org/docs/default-source/advocacy/opioid-addiction-disease-facts-figures.pdf on July 15, 2016.

[2]“Opioid Addiction 2016 Facts & Figures.” Asam.org. Retrieved from http://www.asam.org/docs/default-source/advocacy/opioid-addiction-disease-facts-figures.pdf on July 15, 2016. http://www.asam.org/docs/default-source/advocacy/opioid-addiction-disease-facts-figures.pdf on July 15, 2016.

[3]“Opioids and Chronic Pain.” Medlineplus.gov. Retrieved from https://medlineplus.gov/magazine/issues/spring11/articles/spring11pg9.html on July 15, 2016.

.

[4]“Preventing Teen Abuse of Prescription Drugs Fact Sheet.” Drugfree.org. Retrieved fromhttp://www.drugfree.org/wp-content/uploads/2014/05/Fact-Sheet-Preventing-Teen-Abuse-of-Prescription-Drugs.pdf on July 15, 2016.

[5]“Substance Use Disorders.” Samhsa.gov. Retrieved fromhttp://www.samhsa.gov/disorders/substance-use on July 15, 2016.

[6]“Painkillers, Narcotic Abuse, and Addiction.” Webmd.com. Retrieved fromhttp://www.webmd.com/mental-health/addiction/painkillers-and-addiction-narcotic-abuse#1 on July 15, 2016.

[7]“Prescription Drug Misuse/Abuse and Your Kids.” Mass.gov. Retrieved fromhttp://www.mass.gov/eohhs/gov/departments/dph/programs/substance-abuse/prevention/prescription-drug-misuse-abuse-and-your-kids.html on July 15, 2016.

[8]“Prescription Drug Misuse/Abuse and Your Kids.” Mass.gov. Retrieved fromhttp://www.mass.gov/eohhs/gov/departments/dph/programs/substance-abuse/prevention/prescription-drug-misuse-abuse-and-your-kids.html on July 15, 2016.

[9]“How to Dispose of Unused Medicines.” Fda.gov. Retrieved fromhttp://www.fda.gov/ForConsumers/ConsumerUpdates/ucm101653.htm on July 15, 2016.

[10]“How to Dispose of Unused Medicines.” Fda.gov. Retrieved fromhttp://www.fda.gov/ForConsumers/ConsumerUpdates/ucm101653.htm on July 15, 2016.

[11]“Disposal Act: General Public Fact Sheet.” Usdoj.gov. Retrieved fromhttp://www.deadiversion.usdoj.gov/drug_disposal/fact_sheets/disposal_public.pdf on July 15, 2016.

[12]“Disposal of Unused Medicines: What You Should Know.” Fda.gov. Retrieved fromhttp://www.fda.gov/Drugs/ResourcesForYou/Consumers/BuyingUsingMedicineSafely/EnsuringSafeUseofMedicine/SafeDisposalofMedicines/ucm186187.htm#Flush_List on July 15, 2016.

[13]“How to Dispose of Medicines Properly.” Epa.gov. Retrieved fromhttps://archive.epa.gov/region02/capp/web/pdf/ppcpflyer.pdf on July 15, 2016.

[14]“Opioid Addiction 2016 Facts & Figures.” Asam.org. Retrieved fromhttp://www.asam.org/docs/default-source/advocacy/opioid-addiction-disease-facts-figures.pdf on July 15, 2016.

[15] “Preventing Teen Abuse of Prescription Drugs Fact Sheet.” Drugfree.org. Retrieved fromhttp://www.drugfree.org/wp-content/uploads/2014/05/Fact-Sheet-Preventing-Teen-Abuse-of-Prescription-Drugs.pdf on July 15, 2016.

How to Manage Stress During Standardized Testing: Teachers & Students

American students take more than 100 million standardized tests every year.[1] With these tests often playing a significant role in assessing student performance and teachers’ abilities, there is significant value in learning how to manage stress during standardized testing.[2] Stress can negatively affect students and teachers, even contributing to health problems that range from headaches to depression.[3] Although stress is sometimes unavoidable, those suffering from its negative effects can prevent it from interfering with academic success (particularly during testing season) and with their lives in general by learning to utilize coping methods.[4]

Analyzing the Effects of Standardized Testing on Students

The effects that standardized testing stress has on students can differ based upon the way in which a student responds to the stress.[5] Some individuals display a positive response to stressful situations, reacting in a way that drives them to meet the challenges that they face, while others exhibit negative responses that include mental and physical signs of the condition.[6] Students’ negative responses to stress are attributed, in part, to the manner in which tests are administered, which often involves the creation of strict environments that differ greatly from the structure of students’ usual learning environments.[7] One of the major mental effects of standardized testing on students is anxiety, which causes students to become nervous and often underperform in spite of their academic abilities.[8] Studies have shown that students that suffer anxiety in greater amounts produced low scores on exams, whereas those that had less anxiety were found to score higher on exams. Signs of stress that are sometimes displayed by students during standardized testing include disappointment, anger, helplessness, and fear.[10]

Teachers are sometimes able to recognize these signs of stress in students, as they may differ from typical behavior that students express during day-to-day instruction. Some teachers have stated that they witnessed burnout, fatigue, misbehavior, and even physical illness among other negative responses to stress induced by testing.[11]

The Effects of Standardized Testing on Teachers: A Balancing Act

Although standardized tests are administered to students, their effects are often felt by teachers as well.[12] With a recent study finding that teachers spend 30 percent of their time on preparation and testing, teachers must cope with the challenge of balancing a well-rounded curriculum with the responsibility for equipping students for upcoming standardized tests.[13] Educator responses to this balance of core curriculum and test preparation vary, just as student responses to exams can vary, with some expressing positive or neutral opinions of the school testing structure and others feeling as though testing interferes by narrowing the curriculum, restricting flexibility, and disrupting the pace with which educational material is covered.[14]

Learning How to Manage and Prevent Stress during Standardized Testing

There are a number of coping methods that have been identified as being beneficial in helping individuals manage their stress levels. Recognizing which methods work best from person-to-person and referring to them when a challenging situation arises is an effective way to prevent future symptoms of stress from occurring.[15] An example of an effective coping method is the use of specific stress management techniques, which can prove to be beneficial for students and teachers in the classroom, and in students’ daily lives.[16]

Creative endeavors such as painting or writing are helpful stress management techniques for some individuals, whereas others find relief from stress with physical activities, such as deep breathing and meditation.[17] Young students have been found to respond well to receiving books, stickers, or even encouraging messages, helping them to relax between testing.[18]

Other methods for preventing stress during standardized testing include establishing a calm learning environment through discussion, and practicing time management skills by timing students during select tests, allowing them to become accustomed to performing within a strict time limit.[19]

The Importance of Coping with Exam Stress at the Classroom Level

In order to prevent and reduce future occurrences of standardized testing stress, teachers and students can practice these coping methods to find which is most effective within their classroom setting. Currently, standardized testing often begins for students as early as Kindergarten. Thus, students will face a number of exam scenarios capable of causing stress over the course of their school careers.[20] Acknowledging the issue of stress and preparing to cope with the condition is a crucial part of avoiding the physically and mentally toxic symptoms that can result from long-term testing and exam-induced stress.[21] However, it’s important to note that students and teachers do not have to continue to suffer from the chronic stress brought on by standardized testing. With the appropriate stress management solutions in place, teachers and students are more likely to experience emotional well-being and academic success during standardized testing.[22]

[1]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[2]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[3]“The Effects of Stress on Your Body.” Webmd.com. Retrieved from http://www.webmd.com/balance/stress-management/effects-of-stress-on-your-body on July 1, 2016.

[4]Stress Management – Ways to Avoid Stress.” Webmd.com. Retrieved from http://www.webmd.com/balance/stress-management/stress-management-avoiding-unnecessary-stress on July 1, 2016.

[5]“The Powerful Impact of Stress.” Jhu.edu.

[6]“The Powerful Impact of Stress.” Jhu.edu.

[7]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[8]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[9]“Relationship Between Anxiety and Standardized Patient Test Performance in the Medicine Clerkship” Nih.gov. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484796/ on July 1, 2016.

[10]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[11]“The Impact of High-Stakes Exams on Students and Teachers.” Nysed.gov. Retrieved from http://www.oms.nysed.gov/faru/TheImpactofHighStakesExams_files/The_Impact_of_High-Stakes_Exams.pdf on July 1, 2016.

[12]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[13]“The Psychological Effects of Too Much Testing” Psychcentral.com. Retrieved from http://psychcentral.com/blog/archives/2015/07/20/the-psychological-effects-of-too-much-testing/ on July 1, 2016.

[14]“The Impact of High-Stakes Exams on Students and Teachers.” Nysed.gov. Retrieved from http://www.oms.nysed.gov/faru/TheImpactofHighStakesExams_files/The_Impact_of_High-Stakes_Exams.pdf on July 1, 2016.

[15]“Common Coping Responses for Stress – Topic Overview.” Webmd.com. Retrieved from http://www.webmd.com/balance/stress-management/tc/common-coping-responses-for-stress-topic-overview on July 1, 2016.

[16]“Help Students De-Stress for Success.” Edutopia.org. Retrieved from http://www.edutopia.org/blog/help-students-de-stress-success on July 1, 2016.

[17]“Common Coping Responses for Stress – Topic Overview.” Webmd.com. Retrieved from http://www.webmd.com/balance/stress-management/tc/common-coping-responses-for-stress-topic-overview on July 1, 2016.

[18]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[19]“Take Out Your No. 2 Pencils: Taking the Stress Out of Standardized Tests.” Scholastic.com. Retrieved from http://teacher.scholastic.com/professional/assessment/take_out_pencils.htm on July 1, 2016.

[20]“Standardized Tests: Making Our Students and Teachers Sick?” USnews.com. Retrieved from http://health.usnews.com/health-news/patient-advice/articles/2015/11/16/standardized-tests-making-our-students-and-teachers-sick on July 1, 2016.

[21]“Tip Sheets – Exam Stress.” Parentline.com.au. http://www.parentline.com.au/parenting-information/tip-sheets/exam-stress.php on July 1, 2016.

[22]“Help Students De-Stress for Success.” Edutopia.org. Retrieved from http://www.edutopia.org/blog/help-students-de-stress-success on July 1, 2016.

4 Benefits of Positive Student-Teacher Relationships

Positive and healthy relationships between teachers and students can be extremely beneficial at all levels of an educational establishment, within the classroom and across the school environment as a whole.[1] From improved self-esteem to increased engagement, there are a number of benefits of establishing positive student-teacher relationships between educators and pupils of all ages. Educators and students can experience these benefits with the use of methods that include communicating positive expectations, demonstrating caring, and developing classroom pride.[2] As positive student-teacher relationships continue to develop, the long-lasting effects benefit not only students and teachers but parents and administrators as well.[3]

1. Promote Academic Success with Positive Student-Teacher Relationships

The presence of positive student-teacher relationships alone does not translate to academic success, but students that establish a strong bond with their teacher do perform better than students whose relationships with teachers involve some sort of conflict.[4] Teachers can help improve academic success in students by clearly expressing positive expectations for each student, presenting students with equal opportunities to participate in class discussions, and expressing to students that they are confident in their ability to succeed when it comes to their coursework.[5]

2. Avoid Behavior Problems through Healthy Student-Teacher Relationships

Another one of the benefits of healthy student-teacher relationships is a classroom that is free of behavioral disruptions, which leaves teachers more time to instruct their class.[6] Positive student-teacher relationships help to establish a learning environment in which educators and students display mutual respect for one another, rather than exchanges that involve conflict.[7] Achieving this balance is dependent upon the manner in which a teacher addresses students when they misbehave and in general, as it is a determining factor in how students respond.[8] Teachers should be sure to maintain a calm demeanor when communicating with a student, avoiding frustration. Some examples of correcting student behavior in a non-confrontational manner include:

  • • Speaking with students privately about their behavior in order to avoid embarrassment.
  • • Acknowledging students’ feelings in order to understand the cause of their behavior.
  • • Reviewing school policy or classroom guidelines so that students are aware of the rules they have violated.
  • • Following up discussion with immediate consequences for students that misbehave.
  • • Checking on students after they have been disciplined for their actions.[9]


In order to prevent a behavior problem from occurring again, the problem must be addressed. This highlights the importance of student-teacher relationships in which student behavior is corrected in a manner that encourages them to reflect on how they have misbehaved and what steps they can take in the future to change it.[10]

3. Help Develop Self-Worth and Improved Student Mental Health

Healthy student-teacher relationships are often most beneficial for specific categories of students, including male students, those suffering from learning difficulties, and students with low economic status.[11] In order to help students develop a sense of self-worth, it may sometimes be necessary to seek out opportunities to give them praise with acknowledgments of academic and even athletic accomplishments.[12] Students with low self-esteem, often those considered at-risk, will react positively to positive reinforcement from their teacher, providing students with a sense of pride.[13]

4. Positive Student-Teacher Relationships Assist Educators with Professional Growth

Students aren’t the only ones that benefit from healthy student-teacher relationships. One primary benefit for the educator is that, as teachers work strategically to develop these relationships, they improve their interpersonal and professional skills as well. Teaching is a profession that requires the ability to clearly communicate information even during stress-inducing scenarios. It is important for teachers to find ways to successfully manage stress, in order to express concepts and avoid frustration.[14] For some educators, improving their interpersonal communication skills helps to reduce stress and develop positive student-teacher relationships, in addition to positive relationships with parents and co-workers.[15] An added benefit of improved interpersonal skills includes personal and professional growth, which may be positively reflected in an educator’s level of communication with students and the amount of student engagement that occurs as a result of it.[16]

Positive Student-Teacher Relationships Create Thriving Classrooms

Clearly, there are many significant benefits of positive student-teacher relationships. When students feel a sense of classroom pride and teachers are able to effectively communicate with their class, engagement occurs. A classroom in which students and teachers can focus on education rather than disturbances is one in which they both can thrive.

[1]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[2]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[3]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[4]“Improving Students’ Relationship with Teachers to Provide Essential Supports for Learning.” Apa.org. Retrieved from http://www.apa.org/education/k12/relationships.aspx on June 28, 2016.

[5]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016

[6]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[7]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[8]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[9]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[10]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[11]“Disadvantaged Students Benefit from Strong relationship with Teacher.” Psychcentral.com. Retrieved from: http://psychcentral.com/news/2012/10/12/disadvantaged-students-benefit-from-strong-relationship-with-teacher/45992.html on June 30, 2016.

[12]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[13]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[14]“Educator’s Guide to Preventing and Solving Discipline Problems.” Ascd.org. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student_Relations.aspx on June 30, 2016.

[15]“Interpersonal Skills.” Ncsu.edu. Retrieved from https://counseling.dasa.ncsu.edu/interpersonal-skills/ on June 30, 2016.

[16]“Interpersonal Skills.” Ncsu.edu. Retrieved from https://counseling.dasa.ncsu.edu/interpersonal-skills/ on June 30, 2016.

Recognizing Signs of Depression in Students

Depression is defined as a mood disorder that causes a persistent feeling of sadness and loss of interest, according to the Mayo Clinic[1]. A 2014 survey from the Abuse and Mental Health Service Administration reported that as many as 2.8 million adolescents in the United States between the ages of 12 and 17 experienced at least one depressive episode during that year alone[2]. With the prevalence of this disorder, knowing how to recognize signs of depression in students can be extremely valuable in understanding and treating the condition.

Signs and Symptoms of Depression in Children and Teens

Depression cannot be attributed to one specific cause. Factors such as life events or even simply genetics can influence a student’s likelihood of experiencing depression[3]. Although depression sufferers may share common symptoms, the disorder affects each individual differently, with girls suffering from more than twice as many instances of depression as boys[4]. Oftentimes, depression coincides with other disorders as well. Those that experience anxiety or eating disorders, for example, may also struggle with depression[5].

As depression manifests, it can negatively impact students’ social development and their success in school. Young children experiencing depression may display behaviors such as clinginess, worry, or even a refusal to attend school, whereas teens with depression may resort to behavior such as substance abuse or self-harm[6].

Withdrawal, another warning sign of depression in children and teens, can have a large impact on the relationships that students have established. A student’s battle with depression may not be evident to everyone in their life, and could alienate them from individuals closest to them. This could include friends and even educators, who are often among the first to notice problems because students spend much of their time in the classroom[7]. Educators may initially see changes in behavior as a lack of effort on a student’s part, but with knowledge about signs of depression in students, this behavior can be identified and addressed[8].

Although the most common indicators of depression are behavioral changes such as sadness, difficulty concentrating, and withdrawal, physical changes can also result from depression. Weight loss, upset stomach, and headaches are some of these examples, along with a host of other symptoms, including:

  • • Low self-esteem
  • • Irritability
  • • Sudden anger
  • • Frequent absences
  • • Thoughts of suicide
  • • Reckless behavior
  • • Crying[9],[10]

 

What Types of Depression Affect Children and Teens?

Depression is classified according to symptoms that differ from one form of the disorder to another. Three of the most common types of depression among children and teens are[11]:

Major depression – With major depression, a student’s feelings of sadness are ongoing. Children and teenagers suffering from this form of depression struggle with everyday tasks such as eating and sleeping, and are unable to feel happiness.

Dysthymia – Students with dysthymia may have low self-esteem and find it difficult to complete day-to-day functions without persistent feelings of hopelessness. This condition differs from major depression in that it is not as severe. Students may experience dysthymia for a year or longer.

Bipolar disorder – This disorder is characterized by intense mood changes, ranging from moments of low-energy depression to high-energy irritability.

Treatment and Management of Depression in Children and Teens

Talk therapy and medication have both been found to be effective forms of treatment for depression[12].

  • • Talk therapy: Cognitive behavioral therapy is a form of talk therapy that addresses thoughts, behaviors and feelings among depression sufferers, whereas interpersonal psychotherapy is focused on the relationships that students share with others. Educators, parents, and therapists can all play a role in ensuring that students experiencing depression receive the treatment they need by providing them with opportunities to freely express their thoughts and emotions. Talk therapy can be used alone or in conjunction with antidepressants.
  • • Medication: Antidepressants relieve the symptoms of depression by regulating neurotransmitters in the brain[13]. If a doctor recognizes signs of depression in students while assessing them, they may prescribe medication accordingly. Because antidepressants can have a range of negative side effects, it is important that students taking the medication are monitored by a healthcare professional[14].

Whether an educator or a parent, when an individual learns to recognize the signs of depression in children and teens, they can better understand the disorder, show that they care, and extend opportunities for students to open up about coping with depression[15].

Those looking to aid students in managing their depression can utilize practices that will help improve students’ overall health and mental well-being, preventing the frequency with which they experience feelings of sadness. Suggested depression management methods include:

  • • Exercise
  • • Sleep
  • • Relaxation techniques
  • • Spending time with close family and friends[16]

 

Working Together to Help Children and Teens with Depression

Knowing how to recognize signs of depression in students is the first step in addressing the problem. By recognizing the disorder and seeking treatment for those experiencing it, educators, parents, and doctors can work together to improve students’ overall well-being and prevent life-threatening situations from occurring. Students gain confidence and strengthen their relationships when they are given the correct tools to manage their disorder[17].

[1] “Depression (major depressive disorder).” MayoClinic.org. Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/basics/definition/con-20032977 on June 8, 2016

[2] “Major Depression Among Adolescents.” Nimh.Nih.gov. Retrieved from http://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adolescents.shtml on June 8, 2016

[3] “About Depression.” KidsHealth.org. Retrieved from http://kidshealth.org/en/parents/understanding-depression.html# on June 8, 2016

[4] “Mood Disorders and Teenage Girls.” Childmind.org. Retrieved from http://childmind.org/article/mood-disorders-and-teenage-girls/ on June 8, 2016.

[5] “Risk Factors.” MayoClinic.org. Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/basics/risk-factors/con-20032977 on June 8, 2016.

[6] “Depression (major depressive disorder).” MayoClinic.org. Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/basics/definition/con-20032977 on June 8, 2016.

[7] “What Every Teacher Should Know.” Public.Health.Oregon.gov. Retrieved from https://public.health.oregon.gov/PreventionWellness/SafeLiving/SuicidePrevention/Pages/steps.aspx on June 8, 2016. on June 8, 2016.

[8] “Responding to a Student’s Depression.” Ascd.org. Retrieved from http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student’s-Depression.aspx on June 8, 2016.

[9] “Symptoms.” Mayoclinic.org. Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/basics/symptoms/con-20032977 on June 8, 2016.

[10] “Depression.” Kidshealth.org. Retrieved from http://kidshealth.org/en/teens/depression.html# on June 8, 2016.

[11] “About Depression.” KidsHealth.org. Retrieved from http://kidshealth.org/en/parents/understanding-depression.html on June 8, 2016.

[12] “Teen Depression.” Nimh.Nih.gov. Retrieved from http://www.nimh.nih.gov/health/publications/teen-depression/index.shtml on June 8. 2016.

[13] “Antidepressants: Selecting One That’s Right for You.” Retrieved from http://www.mayoclinic.org/diseases-conditions/depression/in-depth/antidepressants/art-20046273 on June 8, 2016.

[14] “Teen Depression.” Nimh.Nih.gov. Retrieved from http://www.mayoclinic.org/diseases-conditions/teen-depression/diagnosis-treatment/treatment/txc-20164566 on June 8, 2016.

[15] “Parent’s Guide to Teen Depression.” Helpguide.org. Retrieved from http://www.helpguide.org/articles/depression/teen-depression-signs-help.html on June 8, 2016.

[16] “Teen Depression.” Nimh.Nih.gov. Retrieved from http://www.nimh.nih.gov/health/publications/teen-depression/index.shtml#pub5 on June 8, 2016.

[17] “Teen Depression.” Nimh.Nih.gov. Retrieved from http://www.nimh.nih.gov/health/publications/teen-depression/index.shtml on June 8, 2016.

From One Stage to the Next: Part 3: Preparing High School Students for College and the Workforce

High school graduation is one of the major stepping stones in any student’s life. Many graduating students leave high school as legal adults, and now they must prepare to enter the next stage of their lives: either college or the workforce (or both). Whichever direction they choose, it is important to prepare them for both avenues. Even if they are going to college now, they will eventually join the workforce. In the same token, students that choose to initially join the workforce may decide to go to college later.

Making the Transition from High School to College

College is completely different from high school; students need to be prepared. More flexibility, more responsibility, and more intensity await incoming college students, and transitioning to college can be overwhelming.

Making the Transition to College: Coursework

In the months or even years leading up to college, it is important for teachers and parents to encourage students to read as much as possible, even during the summer months. “College course work consists of substantially more reading than is required in high school,” says Travis Mitchell from U.S. News[1]. Students who read more are better prepared for the heavier reading load, and it helps to select books recommended for a student’s areas of interest or major considerations[2]. Being technologically savvy also helps a great deal when students are preparing for college, as many professors assign and accept homework via computer. In addition, the ability to type quickly and conduct research online can give students the tools they need to write and learn more effectively[3].

Preparing Students for College: Time Management

Time-management is also a vital skill that teachers and parents need to impart to students to better ensure their success in college. As outlined by a running joke among college students: 1. Good grades; 2. Social Life; 3. Adequate Sleep. Pick two: welcome to college[4]. For many students, this struggle is all too real, but if a student manages their time appropriately, it is possible to enjoy all three when they make the transition to college. Parents and teachers should make students aware of the various digital and physical tools available to help them schedule and plan their time use[5].

The School Counselor’s Role in Preparing Students for College

School counselors play a large role in college preparation. Counselors can help students prepare by making sure they plan reasonably challenging course schedules, tracking graduation requirements, recommending colleges that match their goals and capabilities, and explaining the financial aid, application, and registration processes[6].

Myth vs. Reality: Mentally Preparing for the Transition from High School to College

What sometimes gets overlooked is the need to mentally prepare students for the reality of college. Brian Hark, Ed. D. suggests that numerous high school graduates tend to be “overly optimistic and confident in their ability to manage the challenges they will encounter at college,” a phenomenon he calls the “freshman myth”[7]. As a result, nearly a third of inbound college students drop out by the end of their freshman year[8]. To avoid this, parents and students should sit down and discuss realistic personal, academic, and social expectations for what college will be like for students.

Preparing Students for the Workforce

Whether a student is planning to work full-time after high school or if they will have a part-time job while they pursue postsecondary education, it is important to prepare them for the responsibilities of being on their own and managing their money, time, and character. This preparation is vital for all students, as only about a quarter of employers believe “that traditional universities are doing an adequate job of preparing graduates for the workplace”[9].

Professional Skills

Students preparing to enter the workforce need a firm grasp on the skills they will use in the work force. Computer and customer service skills, task prioritization, punctuality and reliability, and the ability to work well with others are aptitudes not often taught in high school or even college. As a result, many students are left grossly underprepared for entry-level jobs[10]. Preparing students for the future must include teaching these skills.

Life Skills

Students preparing for the workforce also require life skills in order to handle the responsibilities that come with earning a paycheck and living on their own. Many students leaving high school and even college don’t know how to fill out a tax return, budget their income, or balance a checkbook[11]. In order to be fully prepared to take on life outside academia, students also need to learn how to deal with and move beyond failure. “Kids today are afraid to fail,” says Karen Collias, an educational consultant. “This fear saps their creativity and robs them of experiencing the true joy of learning and doing”[12]. Handling failure with grace and learning from mistakes is a part of business as well as part of growing into a better employee and a better person.

Communication Skills

Furthermore, preparing students for the workforce and for life in general must include teaching them effective communication skills across all situations and platforms. From filling out forms and writing elongated reports to crafting quick, concise e-mails and from verbalizing ideas to a supervisor to making a presentation before a group of clients, students need to be able to formulate and convey their thoughts in a professional manner.

Preparing Students for the Future. Preparing Students for Life.

After high school graduation, students scatter in different directions as they enter the next stage in their lives. Some are preparing for college, some are preparing to enter the workforce, and some are doing both. To prepare students for the future, parents, teachers, and counselors need to teach them the skills that will help them succeed, whether they are transitioning from high school to college or preparing for the workforce.

From One Stage to the Next: Always Moving Forward

From Kindergarten to beyond 12th grade graduation, students are learning and changing while experiencing all kinds of transitions. Parents, teachers, counselors, and administrators have the power to make these transitional phases much smoother for students. Whether preparing elementary school students for middle school, middle school students for high school, high school students for college, or preparing graduating students for the workforce, adults can teach students the tools and skills they need to move forward.

At Pride Surveys, we can help ensure that your transition programs are effective and beneficial for your community. Student, parent, and teacher surveys can give insight into the effectiveness of existing transition programs as well as identify areas of concern or need that aren’t being addressed by current programs. For more information about the accurate and reliable surveys we offer, contact us today! Our customizable surveys can help keep your students on track from one stage to the next.

[1] Mitchell, Travis. “10 Ways to Prepare for Your Freshman Year of College.” U.S. News: Education. Retrieved from http://www.usnews.com/education/best-colleges/slideshows/10-ways-to-prepare-for-your-freshman-year-of-college/2 on May 16, 2016.

[2] Mitchell, Travis. “10 Ways to Prepare for Your Freshman Year of College.” U.S. News: Education. Retrieved from http://www.usnews.com/education/best-colleges/slideshows/10-ways-to-prepare-for-your-freshman-year-of-college/2 on May 16, 2016.

[3] Mitchell, Travis. “10 Ways to Prepare for Your Freshman Year of College.” U.S. News: Education. Retrieved from http://www.usnews.com/education/best-colleges/slideshows/10-ways-to-prepare-for-your-freshman-year-of-college/2 on May 16, 2016.

[4] Mehta, Uday. “The College Triangle Diagram.” University of California: Berkeley. Retrieved from http://blog.admissions.berkeley.edu/2014/05/triangle/ on May 24, 2016.

[5] Mitchell, Travis. “10 Ways to Prepare for Your Freshman Year of College.” U.S. News: Education. Retrieved from http://www.usnews.com/education/best-colleges/slideshows/10-ways-to-prepare-for-your-freshman-year-of-college/5 on May 16, 2016.

[6] “Preparing Students for College.” CollegeBoard. Retrieved from https://professionals.collegeboard.org/guidance/prepare on May 16, 2016.

[7] Harke, Brian, Ed. D. “High School to College Transition, Part 1: The Freshman Myth.” The Huffington Post. Retrieved from http://www.huffingtonpost.com/brian-harke/high-school-to-college-tr_b_620043.html on May 16, 2016.

[8] Harke, Brian, Ed. D. “High School to College Transition, Part 1: The Freshman Myth.” The Huffington Post. Retrieved from http://www.huffingtonpost.com/brian-harke/high-school-to-college-tr_b_620043.html on May 16, 2016.

[9] James, Geoffrey. “Colleges Aren’t Preparing Students for the Workforce: What This Means for Recruiters.” LinkedIn. Retrieved from https://business.linkedin.com/talent-solutions/blog/2015/07/colleges-arent-preparing-students-for-the-workforce-what-this-means-for-recruiters on May 17, 2016.

[10] “Tomorrow’s Workforce: What Student’s Need.” Education World. Retrieved from http://www.educationworld.com/a_admin/tomorrows-workforce-what-students-need.shtml on May 16, 2016.

[11] “Tomorrow’s Workforce: What Student’s Need.” Education World. Retrieved from http://www.educationworld.com/a_admin/tomorrows-workforce-what-students-need.shtml on May 16, 2016.

[12] “Tomorrow’s Workforce: What Student’s Need.” Education World. Retrieved from http://www.educationworld.com/a_admin/tomorrows-workforce-what-students-need.shtml on May 16, 2016.

From One Stage to the Next: Part 2: Preparing Middle School Students for High School

In our last post, we discussed the importance of preparation in the transition from elementary school to middle school. Preparing middle school students for high school is just as vital to their upper level and overall academic success. Once again, students are moving into a new realm of challenges and possibilities, and how they make this transition can make the difference between success and struggle in high school. In order to be successful, students transitioning from middle to high school need to prepare themselves for the new social and academic atmospheres, in addition to preparing for the logistical challenges.

Preparing Students for High School Academics

To achieve success in high school, students need to be reading at grade level, be capable of performing basic math skills, and be capable of writing legibly. They should be able to think critically about various types of information, as well[1]. To ensure that a child has an easier transition into high school, teachers and parents should encourage students to take courses that are appropriately challenging and that interest them[2].

Ideally, advisors and counselors should sit down with students and discuss a plan for their high school academics. Most high schools require students to take a specific series of core classes and secondary subjects, including math, English, science, history, electives, and a foreign language[3].

By planning out an academic career before even entering high school, students can keep themselves on track to graduate on time, and they can learn to balance their schedules. This plan does not have to be set in stone, as students may learn that they enjoy different subjects and want to explore them further in electives or extra courses, but it will give them a guideline for success in high school.

Middle school teachers can help students prepare for high school by giving examples of actual high school work and textbooks, offering them an opportunity to see first-hand what will be expected of them academically[4]. Teaching students strong note-taking skills will also help them better prepare for their high school classes.

Preparing Students for High School Social Environments

The social environment of high school can be vastly different from that of middle school. During this time, students are often struggling with personal identity while trying to fit into some sort of social group[5]. In the meantime, they are facing more and different kinds of peer pressure and anxieties than before[6]. As a result, the transition from middle to high school is often fraught with confusion, hormones, and stress; but it is possible to help students prepare for this change.

Administrators from both high schools and middle schools should consider arranging an extracurricular “fair”[7]. At this event, high school coaches, club sponsors, and similar extracurricular leaders can set up booths and speak with students. This type of environment allows incoming students to learn about the different extracurricular activities available to them. It also offers them the chance to establish social groups prior to the beginning of their freshman year, making the transition from middle to high school easier.

How Mentoring Programs Can Help Students Transition to High School

An excellent way to prepare students for high school’s social and academic landscape is to create a mentoring program.[8] By having high school students mentor middle school students, the latter has the opportunity to learn more about the high school social structure and the pressures they may face. High school students can impart their experiences regarding these pressures, giving their younger counterparts advice about dealing with anxieties and peer pressure. In addition, mentoring programs offer middle school students a high school perspective on homework, tests, and courses, providing them with improved tools with which they can approach high school academics.

Helping Students Make a Successful Transition to High School

Surveying middle school students to assess what they are concerned about, their emotional maturity, how they perceive high school, and what social skills they already possess can help schools create an effective middle school to high school transition program. In addition, surveying freshman in high school can help schools judge the effectiveness of their programs to improve them for the next group of students to make the transition to high school.

With these tips in mind, schools, parents, and teachers can help middle school students transition smoothly and help set them up for success in high school.

[1] Morin, Amanda. “Academic Skills Your Child Needs for High School.” Understood.org. Retrieved from https://www.understood.org/en/learning-attention-issues/signs-symptoms/academic-readiness/academic-skills-your-child-needs-for-high-school on May 9, 2016.

[2] “Is Your Child Ready for High School?” America’s Career Resource Network. Retrieved from http://acrn.ovae.org/parents/documents/readyhs.pdf on May 9, 2016.

[3] “Is Your Child Ready for High School?” America’s Career Resource Network. Retrieved from http://acrn.ovae.org/parents/documents/readyhs.pdf on May 9, 2016.

[4] Ellerbrock, Cheryl R. “Help Students Transition to High School Smoothly.” Association for Middle Level Education. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/117/Help-Students-Transition-to-High-School-Smoothly.aspx on May 9, 2016.

[5] “Is Your Child Ready for High School?” America’s Career Resource Network. Retrieved from http://acrn.ovae.org/parents/documents/readyhs.pdf on May 9, 2016.

[6] Winters, Leigha. “Transition to High School.” Palo Alto Medical Foundation. Retrieved from http://www.pamf.org/teen/life/school/highschool.html on May 9, 2016.

[7] Ellerbrock, Cheryl R. “Help Students Transition to High School Smoothly.” Association for Middle Level Education. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/117/Help-Students-Transition-to-High-School-Smoothly.aspx on May 9, 2016.

[8] Ellerbrock, Cheryl R. “Help Students Transition to High School Smoothly.” Association for Middle Level Education. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/117/Help-Students-Transition-to-High-School-Smoothly.aspx on May 9, 2016.

From One Stage to the Next Part 1: Elementary to Middle School Transition Tips

Transitioning from elementary to middle school can feel like a daunting step for many children. They are often shifting from being the “big kid on campus” to being the “freshman,” so to speak. Regardless of when they transition to middle school (as it varies from district to district), children often have a plethora of concerns[1] regarding their new learning environment. Taking steps towards helping students transition from elementary to middle school is vital; according to the Georgia Department of Education[2], “students who participate in intentional transition efforts and as a result make a smooth transition into 6th grade are absent less often than students who did not, experience less disruption in their academic achievement and maintain higher levels of engagement in school.” With this in mind, teachers, parents, and principals have a lot of options available to help prepare students for middle school.

What Worries Students about Transitioning to Middle School?

One important facet of preparing students for middle school is easing their fears and mentally preparing them for the challenges that await. Children who are about to transition from elementary school often worry about class changes, more difficult classes, lockers, the new social atmosphere, and finding their way around the new school[3]. In addition, some students get a great deal of misinformation prior to their elementary to middle school transition. According to the National Education Association[4], , incoming middle school students often hear about stricter teachers, harder class work, and middle school bullies from their siblings, neighbors, and current teachers. All of these ideas about what middle school will be like, combined with various other unknowns children are facing, can cause “many sleepless nights and a summer of anxiety and anticipation” between their last year of elementary school and their first year of middle school, according to the NEA[5].

How Can Parents Assuage These Fears and Prepare Their Children for Middle School?

Parents can accompany their children on tours and orientations offered to incoming students and their parents, preferably with a map and a copy of their children’s schedules[6], and mark down the locations of their classes, locker, and other important locations (i.e. bathrooms and the cafeteria) on the map. If their children have friends from elementary school going to the same middle school, parents can work together to take the children on tours in groups so “they can boost each other’s memory about where things are when school starts,” suggests GreatSchools.org[7].

Parents can also prepare students by enrolling their soon-to-be middle school students in summer programs at the middle school so they can get used to being on the campus; then, once school starts, it won’t feel like such an alien place to them. Parents who are worried about how to prepare their children for middle school should also review the student handbook with their children over the summer to get them acquainted with the rules, regulations, codes of conduct, and other helpful information.

To prepare students for using lockers, parents may also want to purchase the locks for their children’s lockers a few weeks ahead of the start of school so their children have time to practice unlocking and locking it. If the school’s lockers have built-in locks, parents may want to ask the school if their children could have a lesson on how to open and close them during one of the campus tours or orientations.

Parents can help prepare students for the social aspects of transitioning into middle school activities by encouraging them to participate in afterschool activities such as sports, fine arts programs, or other clubs at school. Parents should also remind their children of social skills such as starting conversations, good listening, and other traits that would make them good friends. It is important to talk about bullying and peer groups ahead of time, to help them understand how to handle situations before they arise (for more information on bullying, please see our Bullying in Schools series).

When parents talk to their children about these things beforehand, children are less likely to fear them so extensively because they are better equipped to handle these situations[8]. In addition, parents may want to look into sales and thrift shops to get their children new clothes[9]; middle school is a time of change and often lowered self-esteem, so a new wardrobe may help children start the year with a confidence boost.

Academically, parents can prepare their children for middle school by helping them learn new study skills and organizational systems. Parents should also ask teachers if there is a summer reading list[10]; if there is one, they should make sure their children read the books on the list so they don’t start the year behind. It’s also a good idea for parents to set up a quiet study corner[11] for their children where they can work on their homework, if they do not already have one.

How Can Teachers and Schools Help Students Transition from Elementary School to Middle School?

Schools, according to the Georgia Department of Education[12], “must play a primary role in the middle school transition process.” Elementary schools should make sure their students are “involved in a variety of activities preparing them for middle school,” as stated by the National Education Association[13]. Schools should arrange field trips to the middle school in order to help incoming middle school students get acquainted with the layout of their new school. Schools can also help dispel the myths that students often learn prior to entering middle school. Using students’ impending transition to middle school as a threat or motivational tool does not help to ease students’ fears about this transition[14]; elementary school teachers should be discouraged from doing this.

Principals of middle schools should consider “school articulation visits” to answer elementary student questions about their school. One principal[15] traveled to her middle school’s feeder schools multiple times each year to improve student attitudes towards middle school and help prepare them for their futures at the middle school. During this time, she answered student questions and discussed what the students could expect going into middle school.

Schools may also want to work together and create a peer mentoring program[16] in which middle school students periodically meet with elementary school students throughout their final year of elementary school. This may help the younger students learn about their new school, including information about the environment, the academics, and the social atmosphere. In addition, having an older student mentor can help ease student fears about not having friends in the new school.

When creating mentorship programs and/or elementary to middle school transition programs, it is important to establish a baseline and assess who needs the assistance, how much assistance they need, and how the program is doing over time. To do this, schools should consider conducting surveys among their outgoing elementary school students and their incoming middle school students.

Taking the First Steps Toward Preparing Students for the Future

When students transition from elementary school to middle school, they are achieving a major milestone in their educational career. This is their first transition phase since starting school and by properly preparing students for this transition, teachers, parents, and schools are helping students prepare for future transitions and helping them engage in a better academic career.

[1] “Kids’ Biggest Middle School Fears” Scholastic, Inc. Retrieved from http://www.scholastic.com/parents/resources/article/back-to-school/kids-biggest-middle-school-fears on May 4, 2016.

[2] “Middle School Matters: A Guide for Georgia Schools on Middle School Transition.” Georgia Department of Education. Retrieved from https://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdf on May 4, 2016.

[3] “What Worries Students about Middle School?” Newport News Public Schools.

[4] Lorain, Peter. “Transition to Middle School.” National Education Association. Retrieved from http://www.nea.org/tools/16657.htm on May 4, 2016.

[5] Lorain, Peter. “Transition to Middle School.” National Education Association. Retrieved from http://www.nea.org/tools/16657.htm on May 4, 2016.

[6] “Smoothing Your Child’s Transition to Middle School.” GreatSchools.org. Retrieved from http://www.greatschools.org/gk/articles/smoothing-your-childs-transition-to-middle-school/ on May 4, 2016.

[7] “Smoothing Your Child’s Transition to Middle School.” GreatSchools.org. Retrieved from http://www.greatschools.org/gk/articles/smoothing-your-childs-transition-to-middle-school/ on May 4, 2016.

[8] “Parents.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/what-you-can-do/parents/index.html on May 4, 2016.

[9] Hartwell-Walker, Marie. “Helping Your Child Transition from Elementary to Middle School.” Psych Central. Retrieved from http://psychcentral.com/lib/helping-your-child-transition-from-elementary-to-middle-school/ on May 4, 2016.

[10] Hartwell-Walker, Marie. “Helping Your Child Transition from Elementary to Middle School.” Psych Central. Retrieved from http://psychcentral.com/lib/helping-your-child-transition-from-elementary-to-middle-school/ on May 4, 2016.

[11] Hartwell-Walker, Marie. “Helping Your Child Transition from Elementary to Middle School.” Psych Central. Retrieved from http://psychcentral.com/lib/helping-your-child-transition-from-elementary-to-middle-school/ on May 4, 2016.

[12] “Middle School Matters: A Guide for Georgia Schools on Middle School Transition.” Georgia Department of Education. Retrieved from https://www.gadoe.org/School-Improvement/Federal-Programs/Documents/Parent%20Engagement/Final%20Middle%20School%20Transition%20Toolkit.pdf on May 4, 2016.

[13] Lorain, Peter. “Transition to Middle School.” National Education Association. Retrieved from http://www.nea.org/tools/16657.htm on May 4, 2016.

[14] Lorain, Peter. “Transition to Middle School.” National Education Association. Retrieved from http://www.nea.org/tools/16657.htm on May 4, 2016.

[15] Lea, Joy Jameson. “Smooth Sailing to Middle School: Action, Articulation, and Activities Provide a Framework for the Transition to Middle School.” Association for Middle Level Education. Retrieved from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/399/Smooth-Sailing-to-Middle-School.aspx on May 4, 2016.

[16] “Making the Transition to Middle School: How Mentoring Can Help.” U.S. Department of Education. Retrieved from http://educationnorthwest.org/sites/default/files/making-the-transition-to-middle-school.pdf on May 4, 2016.

Bullying in Schools: Part 3: How to Prevent Bullying Outside of Schools

Our last post addressed bullying prevention strategies and methodologies within schools and in educational environments. However, it’s important to remember that bullying doesn’t occur exclusively on school grounds, and it isn’t something that schools should handle on their own. There are many different types and causes of bullying; thus, it is critical to use multiple approaches[1] to create effective bullying solutions. Students, parents, and community members should get involved in anti-bullying initiatives, whether the bullying is taking place in or outside of school. When everyone gets involved in bullying prevention[2], a community creates a much more effective bullying solution.

Teaching Children and Teens to Avoid and Prevent Neighborhood Bullying

  • • Teach Kids to Treat Others With Respect: Parents and teachers should instill in younger generations a philosophy of understanding and teach them to treat everyone with respect[3]. If children are taught to stop and think before they act in a way that could hurt someone, they are less likely to bully others[4].
  • • Talk about Bullying: Children and teens should be encouraged to talk to adults about bullying, and adults should maintain an open door policy so that children know they have someone they can talk to. Speaking to an adult[5] can prevent a student from feeling alone and help them develop strategies to combat bullying.
  • • Educate Children about Cyberbullying: StopBullying.gov[6] reminds teens that bullying “can happen anywhere, including through texting, the internet, and social media.” Electronics are now fairly ubiquitous in children of all ages, so it’s critical to teach children early what cyberbullying is, what it looks like, and how they can fight back against it. Equip them with strategies to protect themselves against cyberbullying[7], such as keeping passwords secret from peers and thinking about what they post and who might see it. As an added protection, parents should always monitor what their children are doing online.
  • • Remind Students to Be More than a Bystander: Children and teens can be a vital part of stopping bullying by standing up for others. According to Bullying.org[8], when peers intervene on behalf of a bullying victim, 57% of the time the bully stops within 10 seconds of the intervention.

 

Parents Play a Significant Role in Bullying Prevention

  • • Know the Signs: Parents have a lot of power to help their children prevent and stop bullying[9]. Adults should know the signs of bullying and acknowledge them when they manifest. For more information, see Part 1 of our bullying series, Know the Signs of Bullying.
  • • Communication is Key: It is crucial for parents to communicate with their children, especially about bullying and cyberbullying. When these important conversations happen, children are more likely to report bullying to their parents, and they are less likely to become bullies themselves.
  • • Listen to the Victim: According to cfchildren.org[10], most bullying victims do not approach a parent or trusted adult with a bullying problem because they are afraid that the adult will not believe or support them. So if a child reports that they have been bullied, parents should listen and seriously consider their children’s words. They should never blame the victim or suggest that the child instigated the bullying. Ultimately, parents should ensure that home is a safe haven for their children, as noted by GreatSchools.org[11].
  • • If Your Child Bullies: Parents or caregivers of bullies can also help stop bullying[12]. It may be difficult for a parent to recognize these signs in a child, but proactive action is critical in stopping such negative behavior. If their child is bullying, parents should take several proactive steps, including holding them accountable and investigating potential causes for the bullying.

 

A Community Anti-Bullying Effort

  • • Getting Everyone Involved: Because bullying can occur anytime and anyplace, teachers, guidance counselors, health and mental health professionals, police departments, businesses, and others in the community should be invested in anti-bullying initiatives. As more facets of a community become involved, the support system grows stronger and students will be more likely to report bullying issues[13]. According to the Stop Bullying Now[14] program, , “[c]ommunity-wide strategies can help identify and support children who are bullied; redirect the behavior of children who bully; and change the attitudes of adults and youth who tolerate bullying behaviors in peer groups, schools and communities.” With school administrators and community leaders spearheading the initiatives, the community can collaborate and educate one another[15] about the causes and effects of bullying. A common belief is often that bullying is “just a part of growing up,” but a community can foster a culture that dispels this myth.
  • • Recognizing Children as Part of the Community: It’s important to keep children and teens involved in community bullying prevention programs[16] at every stage of planning, implementation, and evaluation. By keeping young people involved in anti-bullying initiatives, adults can get a glimpse into the world of teens and children, thus obtaining a better understanding of what may work to prevent bullying in their community.

 

A Comprehensive Bullying Solution

Even with community involvement, determining the best approach to prevent bullying can be a difficult undertaking. Surveys can anonymously identify perceptions about bullying and give key stakeholders in the schools and community a representative idea of what specific kinds of bullying are happening in their area. This data can help administrators select the program that will be most useful for specific groups of children and teens in the school and in the community.

Overall, it’s clear that efforts to stop bullying must come from all sides[17]. This may seem like a daunting task, but when individuals and groups across a community get involved, anti-bullying initiatives are much more likely to succeed. By fostering collaboration between children and adults, bullying inside and outside of school can be more effectively combated and prevented.

[1] “Working in the Community.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/prevention/in-the-community/index.html on April 26, 2016.

[2] “School and Community Prevention and Intervention.” PromotePrevent.org. Retrieved from http://preventingbullying.promoteprevent.org/school-and-community-prevention-and-intervention on April 26, 2016.

[3] “What You Can Do.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/kids/what-you-can-do/index.html on April 26, 2016.

[4] “What You Can Do.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/kids/what-you-can-do/index.html on April 26, 2016.

[5] “What You Can Do.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/kids/what-you-can-do/index.html on April 26, 2016.

[6] “Teens.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/what-you-can-do/teens/index.html on April 26, 2016.

[7] “What You Can Do.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/kids/what-you-can-do/index.html on April 26, 2016.

[8] “Bullying Myths and Facts.” Bullying.org. Retrieved from http://www.bullyingawarenessweek.org/pdf/Bullying.org_Bullying_Myths-Facts.pdf on April 26, 2016.

[9] “Parents.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/what-you-can-do/parents/index.html on April 26, 2016.

[10] “Why Don’t Kids Report Bullying?” Committee for Children. Retrieved from http://www.cfchildren.org/bullying-prevention/related-articles/why-kids-dont-report-bullying on April 26, 2016.

[11] “What Parents Can Do About Childhood Bullying.” GreatSchools.org. Retrieved from http://www.greatschools.org/gk/articles/what-parents-can-do-about-childhood-bullying/ on April 26, 2016.

[12] “What Parents Can Do About Childhood Bullying.” GreatSchools.org. Retrieved from http://www.greatschools.org/gk/articles/what-parents-can-do-about-childhood-bullying/ on April 26, 2016.

[13] “Community-Based Bullying Prevention: Tips for Community Members.” Stop Bulling Now! Retrieved from http://www.clayton.k12.ga.us/departments/bullying/Rscs/Community%20Based%20Prevention%20Tips.pdf on April 26, 2016.

[14] “Community-Based Bullying Prevention: Tips for Community Members.” Stop Bulling Now! Retrieved from http://www.clayton.k12.ga.us/departments/bullying/Rscs/Community%20Based%20Prevention%20Tips.pdf on April 26, 2016.

[15] “Community-Based Bullying Prevention: Tips for Community Members.” Stop Bulling Now! Retrieved from http://www.clayton.k12.ga.us/departments/bullying/Rscs/Community%20Based%20Prevention%20Tips.pdf on April 26, 2016.

[16] “Community-Based Bullying Prevention: Tips for Community Members.” Stop Bulling Now! Retrieved from http://www.clayton.k12.ga.us/departments/bullying/Rscs/Community%20Based%20Prevention%20Tips.pdf on April 26, 2016.

[17] “Community-Based Bullying Prevention: Tips for Community Members.” Stop Bulling Now! Retrieved from http://www.clayton.k12.ga.us/departments/bullying/Rscs/Community%20Based%20Prevention%20Tips.pdf on April 26, 2016.