National Suicide Prevention Month Resources

In honor of National Suicide Prevention Week and Month, Pride Surveys is providing data and resources in hopes we can work together as allies to prevent youth suicide. During these uncertain and tumultuous times, youth are especially at risk for mental health issues and stress, which are key contributors to the consideration and attempt of suicide.

Unfortunately, Youth Suicide (YS) is increasingly prevalent in the United States. Between 2000 and 2017, the suicide rate rose an alarming 51% among youth aged 10-19 (CDC, 2019).

Youth Suicide Statistics

Rates of nonfatal suicide-related injuries have also steadily risen over the past decade (Mercado et al., 2017; Plemmons et al., 2018). In 2017, for every completed youth suicide, there were 44 nonfatal suicide attempts resulting in serious injury (CDC, 2019). On average, 2.5% of U.S. adolescents make a suicide attempt that results in injury and/or requires treatment by a medical professional annually (Kann et al., 2014, 2016, 2018), something that parents, community coalitions, and schools, amongst others, need to work together to mitigate. 

Youth Suicide Risk Factors

New 2019 data from the YRBS unveils that sexual identity is still a major contributing factor to those high school students who seriously considered attempting suicide. Of those surveyed, those identifying as heterosexual had a 14.5% rate of considering a suicide attempt, versus those who identified as Gay or Lesbian (41.2%), Bisexual (48.5%), Gay, Lesbian, or Bisexual (46.8%), and Not Sure (30.4%).

Additional risk factors include family history, previous attempts, mental illness, a lack of access to mental health treatment, alcohol and substance abuse, and feelings of loss. It is critical for adults to be aware of these and other risk factors and triggers to youth to be mindful of any behavioral or other changes that may indicate suicidal thoughts.

Suicide Prevention Resources

According to data from the National Alliance on Mental Illness, 80% of teens who die by suicide show warning signs. Community coalition members, school guidance counselors, and parents can work together to provide access to suicide prevention resources. Directing children toward the Suicide Prevention Lifeline will give them access to advice such as asking for help, making safety plans, evaluating relationships, and overcoming feelings. If a child confides that they are considering suicide, it is essential not to dismiss them and instead to get them the help and support they need. The more you have open conversations with children, the more likely they are to confide in you. Other youth resources include You Matter, The Trevor Project, Active Minds, StopBullying.gov, Love is Respect, and Ditch the Label.

The more we spread awareness of suicide prevention methods and work together between Pride Surveys, community coalitions, and schools, the more we can be better equipped to help navigate the suicide epidemic. If you or anyone you know is considering suicide, please call the National Suicide Prevention Hotline at 800.273.8255.

Pride Surveys is here and available to discuss appropriate questions for student surveys, many of which we are now offering online. Contact us today to learn more.

Resources:

https://suicidepreventionlifeline.org/help-yourself/youth/

https://www.ndbh.com/Docs/Suicide/SuicideFactsYouth.pdf

https://www.cdc.gov/healthyyouth/data/yrbs/factsheets/2019_suicide_trend_yrbs.htm

Student Stress and Mental Health During COVID-19

Student stress and mental health is a prevalent and ongoing topic for communities, parents, and educators year-round. With the unexpected occurrence of COVID-19 and students being impacted by distance learning, lack of social interaction, missing graduations, grade delays, and more, it is more important than ever to keep these topics top of mind and to assess regularly.

Drops in grades and an increase in concerning behavior often correlate to student stress and mental health. A Pride Surveys led paper in Alabama examined students feeling threatened in school and how it impacted their English and math test scores. The statistics showed that as students feel more threatened, their scores drop. Students nationwide are oftentimes impacted in their schools by threats and threatening behavior and have a legitimate concern for their safety and the safety of their peers.

2018-19 National Summary Data from Pride Surveys shows that when asked the question, “During the past school year have you been afraid a student might hurt you?”, there was an average of 18.08% of students surveyed who answered “yes.” That number has increased a total of 2.6% over the past four years. Fear of being hurt is a factor in student stress that can negatively impact test scores and student mental health.

From the same data set, the question, “During the past school year have you been hurt by a student who hit, slapped or kicked you?” resulted in an average of 14.74% of students surveyed over five years answering “yes”. This follow-up question shows that many students who are threatened with violence may also be the victim of actual violence. This shows the importance of listening to students’ concerns when they voice them to counselors, teachers, and administrators. While this tells the story of some of the history of in-school related stress due to physical violence and threats of violence, due to COVID-19 and distance learning, a more timely concern currently is that of cyberbullying.

Student Stress and Bullying Statistics

Data that is particularly relevant at this time relates to questions explicitly asked about being threatened or threatening someone over the phone or the internet. KidsHealth.org defines Cyberbullying as “the use of technology to harass, threaten, embarrass, or target another person. By definition, it occurs among young people.” Looking at data from a convenience sample of over 43,000 students over the three year period of 2016-2018, students were asked the question, “During the past school year have you been threatened or embarrassed by someone using the Internet or a cell phone to post mean messages or photos of you?” The resulting average over three years was a 19.93% rate of “yes” responses. When asked, “During the past school year have you used the Internet or a cell phone to threaten or embarrass someone else by posting mean messages or photos of them?”, the question generated an average of 7.43% stating “yes”. These numbers may well increase while students potentially remain out of school full time or part-time in the fall as we continue to track the data.

Pride Surveys works with our community coalition partners to provide the surveys and analytics for physical violence and cyberbullying so we can help them drive change in their communities and schools and reduce student stress. Schools have specific data about fights on campus (SUR data which has to be recorded), but Pride Surveys data shows what the students are reporting so schools can compare and get a better holistic picture of the school climate and students’ online behaviors which can be hard to track.

Parents can help combat the issues by having open conversations with their kids about what cyberbullying is and any issues they are facing. They can also help prevent problems by being active and engaged participants in their lives, knowing who their friends are, monitoring changes in grades or behavior, and establishing rules and limits about online use. Parents can also try tracking resources that meet their comfort levels, such as MSpy and The Spy Bubble, which will document the sites they visit and the types of media being shared and consumed.

The more we work together between Pride Surveys, community coalitions, and schools, the more we can help navigate situations that lead to student stress and mental health issues, whether they stem from cyberbullying or physical threats. Pride Surveys is here and available to discuss appropriate questions for student surveys, many of which we are now offering online. Contact us today to learn more.

Resources:

https://www.huffpost.com/entry/how-to-track-your-kids-without-them-knowing-youre-on-their-tail_n_55afaff1e4b07af29d56f544

https://www.pacer.org/bullying/resources/cyberbullying/

https://kidshealth.org/en/parents/cyberbullying.html

Leveling Up: How to Ensure Students Are Prepared for the Challenges of High School

Many may consider the transitional challenges of high school to higher education as a critical moment, but what’s increasingly becoming more pivotal is what is sometimes known as the Ninth Grade Bottleneck.[1]

Even a relatively low dropout rate after junior high can be alarming. A high school diploma is a basic requirement for many jobs. In addition, the level and quality of academic achievement that students attain by eighth grade may have a larger impact on college and professional readiness than anything that happens during their high school years.[2]

As a community member, what can you do to increase the high school readiness of middle schoolers in your area and bring awareness around teenage substance abuse?

Have Them Participate in Academic Intervention Programs

Poor school performance is one of the most common reasons for having a difficult time adjusting to high school, sometimes leading to dropping out during ninth grade or the summer right after.

Academic intervention can be about filling in gaps in knowledge or compensating for learning difficulties, as is the case with programs like QuickSmart in Australia.[3] However, it may also focus on building better study habits and improving students’ outlook in life.

A support system-based approach may be particularly effective for certain communities. How engaged are the parents and guardians in your area when it comes to supporting the value of formal education? Multi-approach and family-focused intervention can improve grades along with lowering both dropout and teenage substance abuse rates.[4]

Make the High School Adjustment Period More Comfortable

New beginnings, especially in new places, can be tough and isolating. Ninth graders may feel out of place, on top of having to deal with more schoolwork than they’re ever done before.

Community initiatives may train guardians to help ease these burdens by putting together and labeling school supplies and books needed.[5] Teaching both guardians and students about planners or productivity apps for scheduling and studying may also be part of this.

Federal grant initiatives like the Gaining Early Awareness and Readiness for Undergraduate Programs can help to foster school spirit and a sense of community in students.[6] The latter combines high school orientation with academic preparation and social events.

Offer a Variety of School and Extra-Curricular Activities

Providing many activity options for students to choose from is helpful to avoid student substance abuse concerns. Extra-curricular routines help students find places and groups where they feel like they belong, making school more fun and the challenges of high school less stressful. Even academic activities like competitions, conferences or workshops can be fun and character-building for the right kind of student.

Teach Accountability and Promote Independence

The seeds of accountability and independence are planted when community youth are taught self-monitored study and work habits. Nurturing better relationships between students and faculty and other school personnel is another piece of this puzzle. When students respect and accept teachers as authority figures, they are more likely to be diligent with assignments and test preparation.[7]

With a sense of responsibility should come trust and increased independence. Plan initiatives to prepare teenagers for challenges of high school, to make smart choices, to think of the consequences of their actions, and to manage their priorities.

Help Them Manage Stress and Anxiety

More than one in 20 children in the U.S. experience anxiety and depression.[8] It’s worth considering a general health program to promote sleep health[9], a good diet, and regular exercise to help lower stress levels and improve cognitive function.[10]

Research also suggests that untreated anxiety disorders early in life can lead to chronic anxiety and depression along with teenage substance abuse. Without initiatives to teach community youth how to cope with stress and seek help for mental health issues, student substance abuse may be inevitable.

A survey in 2012 states that more than 85% of U.S. high school students have classmates that drink alcohol do drugs or smoke during school days. More than 52% confirmed that these classmates could do so on school grounds.[11]

While Social Emotional Learning (SEL) programs[12] can aid in preventing teenage substance abuse, it may be better for certain communities to focus on drug abuse education programs instead.

Preparing students to transition to high school is challenging. One of the most effective ways to help prepare students for this transition is to get insights directly from the source. Pride Surveys has surveyed students for more than two decades. We’ve developed customized surveys geared toward your specific community. The insights gleaned from these surveys directly leads to action plans. Contact Pride Surveys today to learn more about the surveys we offer and how we can help your community thrive.

[1] “The Ninth-Grade Bottleneck: An Enrollment Bulge in a Transition Year that Demands Careful Attention and Action.” Retrieved 13 September 2019 at https://www.semanticscholar.org/paper/The-Ninth-Grade-Bottleneck%3A-An-Enrollment-Bulge-in-Wheelock-Miao/3429cad4a17ae3c4cca784021df3ae42a7cf2050

[2] “The Forgotten Middle: Ensuring That All Students Are on Target for College and Career Readiness Before High School” Retrieved 13 September 2019 at https://www.act.org/content/dam/act/unsecured/documents/ForgottenMiddleSummary.pdf

[3] “QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.” Retrieved 13 September 2019 at https://www.ncbi.nlm.nih.gov/pubmed/17915495

[4] “Family-Focused Program Can Deter Dropping Out, Substance Use” Retrieved 13 September 2019 at https://psychcentral.com/news/2014/10/27/family-focused-intervention-deters-hs-dropouts-substance-use/76644.html

[5] “7 Ways to Prepare Kids for Middle and High School” Retrieved 13 September 2019 at https://www.education.com/magazine/article/kids-prepare-middle-high-school/

[6] “At-Risk High School Students in the Gaining Early Awareness and Readiness Program (GEAR UP): Academic and Behavioral Outcomes” Retrieved 13 September 2019 at https://link.springer.com/article/10.1007/s10935-006-0050-z

[7] “Keeping Students Accountable” Retrieved 13 September 2019 at http://www.nea.org/tools/54212.htm

[8] “More than 1 in 20 US children and teens have anxiety or depression” Retrieved 13 September 2019 at https://www.sciencedaily.com/releases/2018/04/180424184119.htm

[9] “American Academy of Pediatrics Supports Childhood Sleep Guidelines” Retrieved 13 September 2019 at https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/American-Academy-of-Pediatrics-Supports-Childhood-Sleep-Guidelines.aspx

[10] “Childhood Nutrition Facts” Retrieved 13 September 2019 at https://www.cdc.gov/healthyschools/nutrition/facts.htm

[11] “National Survey on American Attitudes on Substance Abuse XVII: Teens” Retrieved 13 September 2019 at https://www.centeronaddiction.org/addiction-research/reports/national-survey-american-attitudes-substance-abuse-teens-2012

[12] “5 Ways to Incorporate SEL in Middle School” Retrieved 13 September 2019 a https://www.edutopia.org/article/5-ways-incorporate-sel-middle-school

Why Community Advocates Should Include Students at the Beginning

It takes a village to raise a child, the saying goes. To ensure the best outcome, that village should also include fellow young people, not just adults, which is why community advocates should include students at the beginning of their outreach programs.

Community coalitions are always looking to engage students in their area, but often this is transactional as opposed to collaborative. Sometimes that works out well, and the end goal is achieved (student engagement, a decrease in adverse behavior, etc.). However, this type of setup can often leave students feeling as though they’re being sold on something, rather than an ingrained aspect of it holistically.

Bringing students into the decision-making process before implementation seems like a no-brainer, but it’s not always the case. And study after study shows that if students are engaged and buy-in is achieved, positive results will follow. According to one study, “Student engagement in community advocacy activities that addressed environmental influences of cigarette smoking resulted in significant decreases in regular smoking.”[1]

By engaging students and younger generations at the beginning, community coalitions can tap into their enthusiasm to help create a positive change both within the younger community as well as the community writ large. For example, in Omaha, Nebraska, local leaders saw a drastic increase in obesity rates for a specific part of the city. One hypothesis posited that the community’s older generation might have entrenched eating habits and would be resistant to change, so it opted to bring in the younger generation to help create the necessary infrastructure to build a sustainable approach to healthier eating.

Childhood obesity is a major concern within the United States, but it’s especially a concern among the Latinx community. According to Dr. Gopal Singh, “In 2007, 16.4% of U.S. children were obese and 31.6% were overweight. From 2003 to 2007, obesity prevalence increased by 10% for all U.S. children but increased by 23%–33% for children in low-education, low-income, and higher unemployment households. Obesity prevalence increased markedly among Hispanic children and children from single-mother households.”[2]

The study found that this lack of infrastructure was a major impediment to changing the behaviors and outcomes desired, but by engaging students and the younger generations, it created the necessary environment for success down the road. “Our program generated infrastructure and materials to support the growth and institutionalization of youth advocacy as a means of increasing community readiness for addressing obesity prevention.”[3]

Students will actively take part in causes they feel personally invested in. Reaching out to younger generations and giving them a seat at the table at the beginning of community advocacy efforts goes a long way to create stronger bonds and a firm desire to succeed. Rather than relying on students and their peers to engage on the backend of these efforts, bring them into the mix and allow them to help shape what exactly those efforts will be.

Peer pressure is often viewed as a negative aspect of adolescent behavior, but it can work toward positive results, too. When students see their peers becoming part of an “in-group” for something there is a stronger desire to engage. That works with students playing sports, joining clubs, liking similar art, and, in some cases, taking part in advocacy work within their community.

“We argue that the involvement of children’s and adolescents’ peer networks in prevention and intervention efforts may be critical for promoting and maintaining positive behavioral health trajectories,” was how one RAND Corporation study succinctly stated.[4]

Perhaps the most difficult aspect of bringing students into the fold at the beginning of a community advocacy project is getting them in the door, literally. How can you speak to their interests and break through the noise when they’re being pulled in multiple directions all at once? How can you get students interested in your community outreach efforts? This is where Pride Surveys can help. At Pride Surveys, we’ve surveyed students for decades, asking them about their challenges, goals, and environment. We go directly to the source — the students themselves — and find out what’s really going on in their community. This data enables community advocates to better understand the problem areas students face and to better understand how to speak to those problems when attempting to get participation.

[1] “Effects of an Advocacy Intervention to Reduce Smoking Among Teenagers.” Retrieved on August 13, 2019 at https://jamanetwork.com/journals/jamapediatrics/article-abstract/485644

[2] “Rising Social Inequalities in US Childhood Obesity, 2003–2007.” Retrieved on August 20, 2019 at https://www.sciencedirect.com/science/article/abs/pii/S104727970900324X

[3] “SaludableOmaha: Development of a Youth Advocacy Initiative to Increase Community Readiness for Obesity Prevention, 2011–2012.” Retrieved on August 17, 2019 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3523892/.

[4] “Influence of Peers and Friends on Children’s and Adolescents’ Eating and Activity Behaviors,” Retrieved on August 23, 2019 at https://www.ncbi.nlm.nih.gov/pubmed/22480733/

How Teens Deal with Anxiety

It is natural for parents to worry about teens and anxiety. Teenagers are under pressure to perform academically to secure admission to the best colleges. Compound that pressure with their changing bodies and navigating a new social landscape and social media. Even the most well-adjusted teens can find their stress becoming a lot to handle.

Some teenage anxiety is a normal natural response to events. For most teenagers, it is short-term, based on specific circumstances, and relatively benign. However, when that anxiety comes too often, out of proportion to events, and begins having a noticeable effect on daily life, it becomes a serious teen and mental health issue.

Experts describe a “rising epidemic” of anxiety in children and teens.^[1] According to the National Comorbidity Survey, 31.9 percent of adolescents aged 13-18 met the criteria for some form of anxiety disorder.^[2] From the total sample of teens, 8.3 percent were suffering from severe anxiety disorders.^[3] Anxiety disorders can hurt academic performance and contribute to substance abuse and other behavioral problems. The effects can last well past graduation. Anxiety was the most common complaint (50.6 percent) of college students seeking university counseling according to a 2015 survey.^[4]

Signs of Anxiety

Some signs of anxiety in teenagers can be physical changes. Teens may feel consistently irritable and restless. Anxiety can disrupt teenagers’ sleep patterns. They may have trouble falling asleep, staying asleep, or waking up at appropriate times. Teens may complain of chronic fatigue, muscle tension, and headaches. Anxiety can also cause or exacerbate a range of gastrointestinal issues for teenagers. Abrupt changes in appetite and diet could signify a teenager is struggling with anxiety. Excessive and irrational worrying about such symptoms can be an indicator of anxiety as well.

Anxiety can also manifest through changes in a teenager’s behavior. Parents may see their child’s schoolwork decline abruptly. Teens coping with anxiety struggle to concentrate, complete assignments, and remember deadlines. Anxiety can also have a major impact on lives outside of the classroom. Teenagers can withdraw from the world, avoiding social interactions and extracurricular activities they previously enjoyed.

How to Manage Anxiety

A first step for how to manage anxiety is removing the stigma surrounding mental health disorders and anxiety in particular. Even among those suffering, there can be a reluctance to acknowledge and, consequently, treat the problem. World Mental Health surveys showed that only 41.3 percent of the global population meeting the criteria for an anxiety disorder thought they needed care.^[5] Just 27.6 percent of them received any treatment, and only 9.8 percent received “adequate treatment.”^[6]

Teens should understand that their anxiety is not a stain on their individual character or capability. Suffering from an anxiety disorder is not making excuses or a sign of weakness. It’s not a normal thing that everyone deals with. An anxiety disorder is a serious mental health issue, but one that can be resolved with treatment. Parents should also understand that their child’s anxiety may not be a product of his or her home life and upbringing.

Mental health professionals can be a major help to teenagers suffering from anxiety disorders. They can provide teenagers with cognitive behavioral therapy. This therapy tries to instill positive thinking patterns and to provide teens with tools to help manage their stressors rationally and healthily. Mental health professionals can also prescribe medication to aid teenagers with more severe anxiety disorders. Selective serotonin reuptake inhibitors (SSRIs) are common antidepressants that can help reduce anxiety with minimal side effects.

Teenagers can also help control their anxiety by focusing on their general physical health and wellness. Regular exercise and a consistent sleep schedule can help reduce anxiety. So can eating a better quality diet with nutrient-rich foods. Teens can try several different relaxation techniques, including yoga, meditation, and deep breathing. Merely setting aside a short 20-minute period each day to wind down and rest can be helpful.

Even teens who remain glued to their smartphones can sample a myriad of different mindfulness apps. The Anxiety and Depression Association of America vetted many of them.^[7] These offer short meditations and other techniques that may help teenagers mollify their stress and anxiety.

Anxiety isn’t abnormal, per se. We all deal with it in some form or fashion but leaving signs of anxiety unanswered can lead to more severe issues. Talk to your teens and tweens about their feelings. One of the best ways to gain insight into how your teens and tweens are managing their own anxiety is to ask them. This is another benefit to working with a company like Pride Surveys.

We have years of experience working with community coalitions and local leaders — in schools, churches, and other organizations — to get a better understanding of the challenges and stresses our teens and tweens face in today’s world. Please browse our selection of surveys to learn more about what we offer and why it’s important to gain these insights directly from our teens and tweens.

^[1] “The Rising Epidemic of Anxiety in Children and Teens” Retrieved 12 June 2019 at https://www.psychologytoday.com/us/blog/liking-the-child-you-love/201601/the-rising-epidemic-anxiety-in-children-and-teens

^[2] “Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from The National Comorbidity Student-Adolescent Supplement (NCS-A)} Retrieved 11 June 2019 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/

^[3] Ibid.

^[4] “The Association for University and College Counseling Center Directors Annual Survey” Retrieved 12 June 2019 at https://www.aucccd.org/assets/documents/aucccd%202016%20monograph%20-%20public.pdf

^[5] “Treatment gap for anxiety disorders is global: Results of the World Mental Health Surveys in 21 Countries.” Retrieved 12 June 2019 at https://www.ncbi.nlm.nih.gov/pubmed/29356216

^[6] Ibid.

^[7] “ADAA Reviewed Mental Health Apps.” Retrieved 13 June 2019 at https://adaa.org/finding-help/mobile-apps

Why Community Coalitions Should Partner with Youth Sports Organizations

Community coalitions are in a constant battle for attention among people within the coalition’s footprint. People live busy lives between work, family commitments, and any bit of free time they can manage, which makes it hard to get people to take the time needed to learn about what your community coalition is doing in the area.

According to Community Anti-Drug Coalitions of America, a coalition is a voluntary, formal agreement and collaboration between groups or sectors of a community in which each group retains its identity, but all agree to work together toward a common goal of building a safe, healthy, and drug-free community.

America’s teenage community is under intense mental strain. According to the National Alliance on Mental Illness (NAMI), 20% of youth ages 13-18 live with a mental health condition and 11 % of youth have a mood disorder.[1]

The driving force of these statistics varies — social media use among teens, the pressure to succeed in schools, etc. —but the fact remains that one in five teenagers in America lives with a mental health condition. Community coalitions are on the front lines of the fight against the dangerous effects these conditions have on our teens.

Community coalitions are comprised of parents, teachers, law enforcement, businesses, religious leaders, health providers and other community activists who are mobilizing at the local level — and nationally under the CADCA umbrella — to make their communities safer, healthier and drug-free.[2]

As non-profit organizations, community coalitions are full of volunteers working under often incredibly tight budgets, meaning they have to be creative and highly efficient with any amount of resources at their disposal.

Targeting events or organizations where a large group of interested parties attends is the goal, but where would that be? What event — or group of events — is a consistent draw for engaged parents, local business leaders, and a diverse group of people?

The answer could be youth sports events. Think about it. As a community coalition, you want to have a consistent message that you can deliver directly to the source (parents and teens and tweens). What is a more consistent venue than youth sports complexes in your community? Whether it’s a church basketball league, youth soccer club, or anything in between, what you’ll find at these venues is a group of involved parents or guardians from your community and a large group of teens and tweens. To put it simply: the exact group you’re looking to engage and influence in a positive manner.

Community coalitions are looking for a receptive audience for its messaging, and youth sports leagues can provide that on a consistent basis. Youth sports leagues are often struggling for funding. In fact, between 2009 and 2011, $3.5 billion — yes, billion with a “b” — was cut from sports programs around the country.[3]

This cut in funding has a real impact on teens and tweens participating in youth sports. From 2011 to 2017, team or individual sport participation has declined by nearly 4%, with a larger decline in the percentage of kids who regularly participated in high-calorie-burning sports (28.7% to 23.9%). [4]

If your community coalition has available funding in might want to look into donating to various local youth sports organizations. That decision could create partnerships with sports leagues within your community, enabling your coalition to promote your message in front of a target audience. This kind of funding also acts as a key driver to a healthier, more vibrant community, which is typically part of every community coalition’s mission.

Weaving your coalition’s message into the fabric of youth sports allows a diverse set of your community’s citizens to experience your organization provided you space out which sports your target. Getting your message in front of parents who — by the very nature of them attending youth sports events – are more inclined to be engaged and willing listeners is a smart way to drive your message directly to the people you most want to listen: Parents and teenagers.

Navigating the oft-troubled waters of teenage health and wellness is an immense challenge. Being consistent and on-message with your local teenage community is paramount to maintaining a healthy, drug-free group, but knowing what message resonates can be a challenge. That’s why Pride Surveys can be a vital tool in your toolbox. We can customize surveys that get direct, honest feedback from teenagers themselves. This data is vital for community coalitions, interested organizations, and parents alike.

Please browse our selection of available surveys and don’t hesitate to call our team to discuss your needs and how we can assist your community coalition in better understanding your teenage community.

[1] “The Effects of Team Sports on Mental Health in Adolescents,” Retrieved on June 14, 2019, at https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1065&context=pes_synthesis

[2] “Join or Start a Coalition,” Retrieved on June 13, 2019, at https://www.cadca.org/join-or-start-coalition

[3] “Going, Going, Gone: The Decline of Youth Sports,” Retrieved on June 16, 2019, at https://playballfoundation.org/going-going-gone-the-decline-of-youth-sports/

[4] “State of Play 2018: Trend and Developments,” Retrieved on June 20, 2019, at https://assets.aspeninstitute.org/content/uploads/2018/10/StateofPlay2018_v4WEB_2-FINAL.pdf

Social Media Use Among Teens: The Good, Bad, & Ugly

Social media is revolutionizing the way we communicate, obtain information, think, and form communities. Because platforms are relatively new and ever-evolving, the societal and psychological effects of social media are manifesting faster than research can digest them. Teenagers, the most avid social media using cohort, face particular risks. Social media may be affecting not just their present but their future in ways we have only just started assessing.

Social media use among teens is quite prevalent. A 2018 Pew Research Center survey^[1] noted that 95 percent of U.S. teenagers aged 13-17 had access to a smartphone and more than two-thirds of them reported having Instagram and Snapchat accounts. Nearly half the teenage population, 45 percent, described themselves as being online “almost constantly.”

Parents can have a hard time monitoring and understanding social media. Some parents have a technological deficit compared to their digitally native teenagers, which can make filtering Internet content nearly impossible. Even Internet-savvy parents can’t devote the time and energy to keep up with an always changing social media landscape the way a teenager can. Following children on social media is one thing. Comprehending the extent to which social media may be shaping them is quite another.

Is social media good or bad for teens? There’s no simple answer. There are some benefits of social media usage for teenagers. Social media can help foster creativity and individuality that may be tough for some teens to express in person. Social media can help children pursue their interests and both encounter and become accepting of greater diversity. Social media also can help teenagers rally around social causes and engage with their local communities. There are ways to use social media as a classroom tool for instruction and collaboration.

But there are also significant dangers of social media with unknown long-term effects. Excessive social media use can create a myriad of problems. It can show many of the signs of behavioral addiction including relapses and withdrawal. 72 percent of teenagers check for social media messages as soon as they wake up and 57 percent reported trying to curtail their social media usage.^[2]

There may be mental consequences of spending an excessive amount of time on social media. It is significantly altering the life experience and social structures for teenagers who are at a crucial point in their intellectual and social development. Social media may also be having a physical effect. Too much smartphone usage can lead to poor posture and respiratory problems.^[3]

Social media may be linked with depression in teenagers. Incidents of depression have spiked among young people over the past two decades. The rate of children age 12-17 reporting a major depressive episode within the past year jumped 52 percent (8.3 percent to 13.2 percent) from 2005 to 2017.^[4] That same trend did not show up in adults 26 or older where it was found to be “weak or nonexistent”. Researchers have noted a “positive association” between depression and frequent social media usage.^[5]

Depression in youth can have a dramatic impact on a teenager’s future. Depression can lead to poorer academic and professional achievement and be a drain on future earnings. Depression can also harm the forming of personal relationships and increase the risk of substance abuse.

Social media users create carefully curated versions of their life and physical appearance. Conflating the curated versions with reality can exacerbate feelings of inadequacy and fear of missing out. Social media can also create unhealthy body image feedback among both women and men. The most frequent social media users among young adults are more than two times as likely to develop eating concerns.^[6]

Teenagers may struggle to grasp the consequences of their digital footprint. With still-developing brains, teenagers can be prone to risky behavior and exhibit poor impulse control. Those issues can be problematic on social media. The mode of communication on those platforms is personal, which fosters the illusion of an intimate space. In reality, social media can be painfully public.

Teens may share inappropriate material or make ill-advised comments on social media sites, which stay online as a permanent record. Poor, spur of the moment decisions can linger to haunt teens as they apply to colleges and apply for jobs. Unwitting sharing of personal information on social media can also leave teens vulnerable to online predators who can exploit the anonymity many social media platforms provide.

Knowing how your community’s teenagers are utilizing social media — for good or ill — is important. At Pride Surveys, we understand that your school is a one-of-a-kind learning environment that, while it may share characteristics and similarities with other schools, is unique at its core. That’s why we offer a variety of options for custom school surveys to meet your school’s needs and address your specific goals and challenges.

^[1] “Teens, Social Media, & Technology 2018” Accessed 13 May 2019 at https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/

^[2] “How Teens and Parents Navigate Screen Time and Device Distractions” Accessed 16 May 2019 at https://www.pewinternet.org/2018/08/22/how-teens-and-parents-navigate-screen-time-and-device-distractions/

^[3] “The Effect of Smartphone Usage Time on Posture and Respiratory Function” Accessed 16 May 2019 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4756000/

^[4] “Age, Period, and Cohort Trends in Mood Disorder Indicators and Suicide Related Outcomes in a Nationally Representative Dataset, 2005–2017” Accessed 14 May 2019 at https://www.apa.org/pubs/journals/releases/abn-abn0000410.pdf

^[5] “Association between Social Media Use and Depression among U.S. Young Adults” Accessed 14 May 2019 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4853817/

^[6] “The Association between Social Media Use and Eating Concerns among U.S. Young Adults” Accessed 15 May 2019 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5003636/

How Homelessness Impacts Students and How We Can Help

The U.S. Department of Education defines homeless students as those who “lack a fixed, regular, and nighttime residence.” For the 2015-16 school year, there were more than 1.3 million public school students^[1] classified as homeless in the United States, about 2.6% of the total public school student population. Nearly 18% of those underprivileged students, numbering more than 232,000, suffer from disabilities. The number of homeless students detected has increased by 70% over the past decade.^[2]

Challenges Homeless Students Face

Homelessness places extraordinary internal stress on students of all ages. Basic food, survival, and economic needs become persistent worries. Chronic instability and mobility add their own pressure. Students may be exposed to trauma, mistreatment, substance abuse, and health risks as well.

Younger students may suffer from cognitive and behavioral development issues as a result of homelessness. Only 30% of homeless students reached academic proficiency in reading and 25% in mathematics.^[3] Childcare, work, and other responsibilities may burden older students, preventing them from completing school work. Only 64% of homeless students graduate high school, compared to 84% of all students.^[4]

Problems with teen bullying and cyberbullying are well documented. Homeless students can be vulnerable to many different forms of school bullying. Other students may bully homeless students about the state of their clothing over social media which can compound already prevalent attendance problems.^[5] Students subject to discrimination about their race, ethnicity, gender, and sexual orientation face a particular risk in the school climate. Non-sheltered homeless students reported discriminatory bullying at a rate (52.7%) more than twice as frequent as general students.^[6]

Homeless students face a greater risk of involvement in school violence. Non-sheltered homeless students reported a rate of weapon involvement (60.3%) more than five times the rate of non-homeless students in student surveys. Seventy-seven percent of non-sheltered homeless students reported behavioral victimization, measurable instances of violence, in school.^[7]

Being homeless may harm students’ mental health. The statistics from school surveys suggest more than 80% of homeless students may have at least one psychiatric disorder, a rate four times that of the general population.^[8] At the same time, homeless students face an array of logistical, economic, and social barriers to obtaining adequate mental healthcare.

How to Spot Homeless Students

Parents and students may hide their homeless status and miss out on potential aid available to them. Schools and teachers may ascertain the problem through telltale signs.

Appearance: Homeless students may wear unclean clothing, have gone a long time without a haircut, or have unaddressed health, dental, and hygiene issues.

Attendance: Homeless students may have trouble getting to and from school. Extended or recurrent absences, repeated tardiness, and frequently missed assignments could be indicators. Homeless students may also have a long list of attended schools or lack appropriate paperwork.

Behavior: Homeless students may signal their homeless status indirectly. They may carry a backpack full of non-school-related personal items or hoard food that is distributed. Students may also reference changes in their living conditions or respond elusively to questions about their home life.

How to Help Homeless Students

Schools should approach homeless students and their families with a firm understanding of their legal rights and educational needs. They can provide students and their families with information about federal aid programs they may be eligible for, such as those providing temporary housing and subsidized school lunches. They can also inform families about available tutoring and local after-school programs. Schools can also take steps to ensure that a student’s basic needs are met. Those could range from providing healthy snacks to helping a student find shower and laundry facilities.

Teachers should offer a welcoming environment. They can perform educational assessments and form an educational plan with help from a school counselor. They can check in with students themselves, enlist other students to help new students settle in, and make sure they are not singled out in any way. Teachers can communicate rules and expectations clearly and make sure not to hold homeless students accountable for factors beyond their control.

Teachers — and other adults in leadership positions — can only help homeless students if they’re aware they exist. That means paying close attention to the students, asking the right questions, and listening intently to the answers. Since 1980, Pride Surveys has been doing just that. By tapping directly into the source — our students — we’re able to get a better understanding of the challenges they face, be it homelessness, bullying, mental health issues, drug abuse, and more.

Please browse through the different types of student surveys we offer and find out why more than 14 million students, parents, and faculty members have responded to Pride Surveys. Questions? Please call us today at 800-279-6361 or fill out our quick online contact form.

^[1] “Homeless students enrolled in public elementary and secondary schools, by grade, primary nighttime residence, and selected student characteristics: 2009-10 through 2015-16” Retrieved 9 April 2019 at https://nces.ed.gov/programs/digest/d17/tables/dt17_204.75a.asp

^[2] “Number of Homeless Students Soars” Retrieved 15 April 2019 https://nche.ed.gov/wp-content/uploads/2019/02/Federal-Data-Summary-SY-14.15-to-16.17-Final-Published-2.12.19.pdf

^[3] “Federal Data Summary School Years 2014-15 to 2016-17: Education for Homeless Children and Youth” Retrieved 15 April 2019 at https://nche.ed.gov/wp-content/uploads/2019/02/Federal-Data-Summary-SY-14.15-to-16.17-Final-Published-2.12.19.pdf

^[4] “Report: Homeless Students Less Likely to Graduate Than Other Low-Income Children” Retrieved 9 April 2019 at https://www.americaspromise.org/report/hidden-plain-sight

^[5] “Students were bullied because of dirty clothes. Washing machines in the locker room will change that.” Retrieved 9 April 2019 at https://www.nj.com/essex/2018/08/students_were_bullied_because_of_dirty_clothes_a_p.html

^[6] “Study Snapshot: School Violence and Victimization Among School-Attending Homeless Youth as Compared With Their Non-Homeless Peers” Retrieved 9 April 2019 at https://www.aera.net/News/News-Releases-and-Statements/Study-Snapshot-School-Violence-and-Victimization-Among-School-Attending-Homeless-Youth-as-Compared-With-Their-Non-Homeless-Peers

^[7]  “Study Snapshot: School Violence and Victimization Among School-Attending Homeless Youth as Compared With Their Non-Homeless Peers” Retrieved 11 April 2019 at https://www.aera.net/News/News-Releases-and-Statements/Study-Snapshot-School-Violence-and-Victimization-Among-School-Attending-Homeless-Youth-as-Compared-With-Their-Non-Homeless-Peers

^[8] “Behavioral Health among Youth Experiencing Homelessness” Retrieved 11 April 2019 at https://www.nhchc.org/wp-content/uploads/2011/09/in-focus-behavioral-health-among-youth.pdf

The Importance of Finding a Mentor in High School

Navigating the oft-troubled waters of high school is a challenging time for all of us. As our youth enters this new phase, they’re dealt with new challenges, more responsibility, and a rapidly changing environment. Even with the most engaged parental support in place, things fall through the cracks. High school students often don’t want to or are uncomfortable with opening up to their parents about issues they face.

A mentor can help bridge the gap between what high school students discuss at home and with their peers and what they need to be discussing to better position themselves for the future.

Mentors can help ensure students get on a positive path toward learning and growing emotionally as a person. Mentorship coming within the school structure has shown an amazing ability to help place students into college, so much so that for disadvantaged students, mentorship by a teacher nearly doubled the odds of attending college, while having a mentor meant a 50% greater likelihood of attending college for all teen students. [1]

Those numbers are certainly impressive, but when you think about what a mentor is and how students interact with them, they shouldn’t come as a major surprise. Mentors are, first and foremost, advocates for the students, acting as part cheerleader and part coach.

A good mentor pushes a student in ways parents and teachers are often unable to, thus providing another layer of positive leadership on their behalf. While most students will benefit from an engaged mentor, disadvantaged students — lower-income, those lacking a stable home environment, etc. — are especially benefitted by mentorship programs.

According to a study from the Centre of Addiction and Mental Health and Big Brothers Big Sisters Canada, mentored boys are two times more likely to believe that school is fun and that doing well academically is important, while disadvantaged students who use a mentor attend college at nearly double the rate of those same students who do not. [2]

As a society, we’re always looking to open avenues to a better future for disadvantaged youth. Mentorship is one of the most effective ways of opening those exact pathways, and the proof is in the pudding.

A University of Georgia study on the importance of mentorship for African-American teens who’ve suffered hardships is more evidence to the effectiveness of a mentor. The 2011 study found that behaviors such as anger, breaking the law, and substance abuse were reduced when informal mentors provided support and helped them learn to deal with adult problems. [3]

One of the most powerful effects a mentor can have on a teenager is keeping them engaged in school. One of the biggest educational problems we face in America is keeping students in school. One in four public school children drop out before finishing high school, with those numbers being far worse for African-American and Hispanic students, where 35% aren’t graduating on time.[4]

Those students most likely to drop out of high school are often the same students who lack positive role models inside or outside of the home. According to MENTOR: The National Mentoring Program, “at-risk” youth who have access to mentors enroll in college 55% more than those who don’t, volunteer regularly at a rate of 78%, and want to be mentors themselves 9/10 times.[5]

The power of mentorship is real, and the success of high school students who engage with a mentor is proof they work. Having access to a trusted adult to bounce ideas off, vent frustration, and to ask tough questions builds character and emotional intelligence in teenagers. If you or someone you know is looking for a mentor (or to become a mentor) you can start by vising the National Mentoring Partnership.

Since 1980, Pride Surveys has been providing research-quality data for schools and communities to study student mental health and behavior. Understanding this information better informs mentors to the most pressing needs in their community. Is bullying prevalent and in need of push back from the mentors in the area? Is drug use something that should be top of mind for them when meeting with mentees? Pride Surveys can help deliver this information to those who need it.

Our Social, Emotional and Bullying Behavior Survey collects data that assess middle school problem behaviors that affect student engagement. Using SEBBS, schools can determine the underlying causes of increased absenteeism, lower academic achievement, and increased substance abuse. The Pride Learning Environment Survey is also recommended as a student evaluation tool for grades 6-12 because of its powerful reporting system and examination of current issues in education such as student mental health, bullying, teen suicide, student learning and more.

The benefit of working with a survey company is that we can gather fact-based data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs and coalitions are in a better position to fight bullying and secure future funding from a variety of sources to support their programs.

Please browse through the different types of student surveys we offer and find out why more than 14 million students, parents, and faculty members have responded to Pride Surveys. Questions? Please call us today at 800-279-6361 or fill out our quick online contact form.

[1] “Benefit of a Mentor: Disadvantaged Teens Twice As Likely to Attend College.” Retrieved April 2019 at https://www.sciencedaily.com/releases/2009/11/091104161837.htm

[2] “Youth Mentoring Leads to Many Positive Effects, New Study Shows.” Retrieved April 2019 at https://www.sciencedaily.com/releases/2013/01/130115143850.htm

[3] “Youth-Mentor Relationships Particularly Helpful for Those Experiencing Hardships.” Retrieved April 2019 at https://www.sciencedaily.com/releases/2011/05/110512171527.htm

[4] “The Stats,” Retrieved April 2019 at https://www.youthmentor.org/thestats

[5] Ibid.