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Capstone Projects and Master's Theses Capstone Projects and Master's Theses
5-2020
Consequences of Student Mental Health Issues in Schools

Karla Roque-Franco
California State University, Monterey Bay
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Running head: CONSEQUENCES OF STUDENT MENTAL HEALTH ISSUES 1
Consequences of Student Mental Health Issues in Schools
Karla Roque
Liberal Studies Department, College of Education
California State University Monterey Bay
Spring 2020
Paoze Thao
CONSEQUENCES OF STUDENT MENTAL HEALTH ISSUES 2
Abstract
As time goes by, students with mental health issues are on the rise. Students who have
mental health issues face a variety of different consequences. The consequences vary from
mild to severe, and that suicide being the most severe consequence. Students suffer from
depression, anxiety, and Attention-Deficit/Hyperactivity Disorder are only some of the few of
the mental health issues that students face. As a common long-term consequence, these three
different mental health issues may result in suicide when they do not receive the proper care.
Schools and teachers could work together to bring awareness to mental health issues.
Incorporating mental health services in school grounds could be very beneficial to students with
mental health issues.

Introduction and Background
Mental health issues have been around for a very long time. Students with mental health
issues are found everywhere in the world. This is a worldwide problem that affects many
students, from elementary all the way to college or university level. Simply in the United States,
approximately one in five children and adolescents experience mental illness at least once in
their lifetime (Moon et al., 2017). Many different factors take place in the development of mental
health problems. Mental health is a complex topic, more awareness should be brought to this
topic. According to Moon et al, (2017), only half of all children who are identified with mental
health needs, receive appropriate care, despite the advances in early identification and timely
engagement in treatment. Additionally, schools have already started to implement mental health
services within their school, but not every single school offers them. When services are not
implemented in the school, students can suffer various consequences. Rothi et al, (2008) state
that, “Schools have a crucial role to play in the delivery of mental health services, the recognition
of mental health problems in children, and in the promotion of an environment that is conducive
to mental well-being” (p. 1218). With this said, schools do have a responsibility and a right to
implement mental health services and it is their role to be aware or conscious that mental health
issues are a problem among students.
Identifying students who have mental health issues can be very challenging. However,
educators, especially teachers, can help these students. Since students spend a significant amount
of time in school, schools have been identified as an ideal point of entry to mental health care for
children (Moon et al., 2017). Over the years, growing expectations have been required from the
teachers. Teachers are expected to assume responsibilities of front-line tier one mental health
professionals like the early identification of children’s mental health problems and providing an
appropriate referral for these students (Rothi et al., 2008). It is said that with adequate
knowledge, understanding and support, the teachers should be able to identify and provide a
referral to appropriate medical and psychiatric services for students who have mental health
issues. However, teachers do show concern on the fact that mental health problems can go
unnoticed by teachers and that children therefore may be inadequately supported by the schools
(Rothi et al., 2008). Rothi et al, (2008), found out from their deep in depth teacher interviews that
there is a widespread perception that teachers feel inadequately prepared to deal with students
who have mental health issues. With the difficulty in being able to identify students with mental
health issues, students remain at risk with the consequences of mental health. More research
needs to be done to help prevent them from suffering or facing the negative consequences that an
untreated mental health problem can bring.
The purpose of this research project is to examine the consequences of mental health
issues among students, particularly on students who have depression, anxiety, and
Attention-Deficit/Hyperactivity Disorder (ADHD). My primary research question is “Are there
consequences of mental health issues that students encounter in schools?” My secondary
questions include the following: (1) What does research say about the consequences of mental
health issues that students encounter in schools? ( 2) Are there mental health services being
offered to students in schools? If there are, what are their services to students? (3) How do the
schools actually provide these services to students? (4) How do teachers identify mental health
issues among students and how do they take action to resolve them? (5) What are the
consequences of mental health issues when students do not receive any services from schools?
(6) What could teachers and schools do to bring awareness of mental health services to students
in schools?
Literature Review
As stated previously, the purpose of this project is to examine the consequences of
student mental health issues. However, this project will also emphasize the importance of
implementing mental health services in schools, and how teachers can help these students by
early identification as a way to help prevent these students from facing the consequences of
mental health. Although identifying students with mental health issues is not a simple concept,
there is already evidence of programs that have been implemented to help diminish the
percentage of students with mental health issues. This section will cover the definitions of mental
health, depression, anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD), which are
my three main mental health issues that I am focusing on. Also, statistics in these topics will be
addressed, along with the perspective that these students have in regard to this topic, and
programs that are already in place to help support this issue on mental health.
Definitions. Mental health is known to not exist on its own. It is a complex term that
involves taking into account many different aspects of life. For this reason, the definition of
mental health involves a section of its own. According to Bhugra et al, (2013), mental health is
an integral and an essential part of the overall health and it can be defined in three ways, the
absence of disease, the state of the organism that allows the full performance of all its functions
or as a state of balance within oneself and between oneself, and one’s physical and social
environment. Depending on the level to which the basic health needs are satisfied, the definition
among the ones stated above vary from another. The health needs that are taken into
consideration are: food, shelter, survival, protection, society, social support, and freedom from
pain, environmental hazards, unnecessary stress, and any part of exploitation (Bhugra et al.,
2013).
A good state of mental health involves being able to form and maintain affectionate
relationships with others, being able to recognize, acknowledge and communicate positive
actions and thoughts as well as to manage emotions such as sadness, and being able to perform in
the social roles usually played in one’s culture and managing change (Bhugra et al., 2013).
Cushman et al, (2011), coincides with what Bhugra et al. states about having a good mental
health. Cushman et al, (2011), state that mental health and emotional well-being involves
recognizing and managing emotions, establishing positive relationships, developing concern for
others, making responsible decisions, and handling challenging situations effectively. Bhugra et
al, (2013), also state what mental health grants individuals with.
Mental health gives individuals the feeling of worth, control and understanding of
internal and external functioning. According to The Society for Health Education and Promotion
Specialists (as cited in Bhugra et al., 2013), mental health also has to do with feeling positive
about oneself and others, and feeling glad, joyful, and loving. As for the Health Education
Authority report (as cited in Bhugra et al., 2013), mental health includes both internal and
external factors. The internal factors would be the lack of emotional resilience, poor self-esteem,
feeling trapped and helpless, isolation and poor integration. External factors include poor social
conditions (housing, poverty, unemployment), discrimination or abuse, cultural conflict, stigma
and poor autonomy, and many other factors. Furthermore, someone who is in a good state with
their mental health, has a strong sense of self and others; is able to form positive relationships,
and he/she is comfortable with one’s own company (Bhugra et al., 2013). Additionally, the
Mental Health Foundation (as cited in Bhugra et al., 2013), defines mental health as the way an
individual thinks and feels about themselves and their life, and how it affects an individual when
he/she copes and manages times of adversity.
Lastly, mental health is seen as affecting one’s abilities to function and make the most of
the opportunities that are available, and being able to fully participate with one’s family,
workplace, community and their peers (Bhugra et al., 2013). Mental health does not consist of a
simple definition, all the different ideas stated above, make up and show the complexity of this
topic. Now that the definition of mental health has been covered, the definitions for depression,
anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) will be provided.
The American Psychiatric Association (2017), defines depression as a common and
serious medical illness that negatively affects how one feels, the way one thinks, and the way one
acts. Depression also causes feelings of sadness, and/or a loss of interest in activities that once
were enjoyed, and it can lead to a variety of emotional and physical problems that decrease a
person’s ability to function at work and at home, and the symptoms can vary from mild to severe
(American Psychiatric Association, 2017). Some of the symptoms can include changes in
appetite, sleeping problems, feelings of worthless or guilt, difficulty thinking, concentrating or
making decisions, and the severe symptoms being thoughts of death or suicide (American
Psychiatric Association, 2017).
Anxiety is defined as a subjective sense of fear, distress, or worry that may exhibit both
physical sensations like headaches or nausea, and emotional symptoms like fear or nervousness.
Anxiety disorders range from a specific thing or event, also known as phobias, to those in which
anxiety is evoked by a broad spectrum of situations, which is known as Generalized Anxiety
Disorder (Hanie & Stanard, 2009). According to the National Institute of Mental Health (n.d.),
individuals who have Generalized Anxiety Disorder tend to display excessive anxiety or worry
for about six months. This anxiety or worry can be due to personal health, work, social
interactions, and everyday routine life circumstances. However, this constant and uncontrolled
fear and anxiety can cause significant problems in some areas of their life, for example, problems
with social interactions at school and work. Some of the symptoms for this disorder include:
feeling restless, wound-up or on edge, being easily fatigued, having difficulty concentrating,
difficulty controlling feelings of worry, and having sleeping problems (National Institute of
Mental Health, n.d.). Students with anxiety may also tend to exert tremendous effort holding it
together at school, but when they go home, they fall apart. Anxiety is manifested as physical
symptoms and can possibly occur with other mental health problems, depression being one of
them (Hanie & Stanard, 2009).
As for Attention-Deficit/Hyperactivity Disorder (ADHD), it is a developmental disorder
that involves delays in how well a person is able to control or regulate his/her attention, behavior
and emotion. The symptoms of ADHD can affect a child’s functioning in their home, school or
with their friends. Some of the symptoms of ADHD include: an increased sense of hopelessness,
sadness, or feeling of being a burden on others, and an increased risk of depression, suicidal
thoughts or behaviors (Nationwide Children’s Hospital, 2019).
Statistics. Child Mind Institute (2015), states that from 74.5 million children in the
United States, approximately 17.1 million have experienced or currently have a mental health
issue. Based on reports and findings of the American College Health Association and the
National College Health Assessment (as cited in Harpin, 2005), students who have been
diagnosed with depression have increased from 10% in 2000 to 18% in 2008. What this shows is
that depression is only going up instead of decreasing. This statistic was between the years of
2000 to 2008, which can mean that the percentage can be higher today. Anxiety disorders are
also known to affect two to four percent of the population in the United States (Mackenzie et al.,
2011). An estimate of 5% to 18% of anxiety disorders is known to affect children and similar
findings on a study done by Emslie (as cited in Mackenzie et al., 2011) reports similar numbers
in the range of 6% to 20% of children and adolescents. In regards to individuals with ADHD,
30-60% of children continue to show and have symptoms of this mental health issue until their
transition of adulthood (Harpin, 2005). What these statistics show is that mental health issues are
a serious matter, too many students are being affected and something needs to be done to
diminish these percentages. When these mental health issues are not treated, students face
themselves with serious consequences.
Perspective of Students in Higher Education. Students in higher education (HE)
who are experiencing mental health problems are increasing. Unfortunately, evidence has
revealed that there is an increase in student suicides from 2.4 to 9.7 per 100,000 over a 10-year
period. Despite the increase of mental health issues, only a small proportion of students who are
experiencing mental health problems seek help (Quinn et al., 2009). The reason why these
students are not seeking help is due to the stigma surrounding mental health problems.
According to social psychologists, stigma is associated with attitudes and/or stereotypes
which are learned and mediated by a number of psychological constructs. This includes cognitive
beliefs, feelings and associated behavior (Quinn et al., 2009). With this said, stigma is one of the
reasons why students hold themselves from seeking help from a professional.
Some interviews that were done on students, revealed that students are careful about
sharing private or sensitive information, especially to a member of staff, because of the stigma
attached to mental health difficulties and the need for them to feel in control of when and to
whom they disclose this type of information. Other students revealed that they are unwilling to
disclose mental health problems because it might be seen as a form of weakness (Quinn et al.,
2009).
In a study that conducted information on how many students sought help on student
campuses in the United States, revealed that approximately 37% to 84%, depending on the nature
of the mental health problem, did not receive any services. In another study that was done at an
institution, revealed that only 13% of students who had troubles sought help. Additionally, in
another study, approximately one-third of the 32 students who reported suicidal thoughts,
actually sought help (Quinn et al., 2009). This comes to show the severity that mental health
issues have upon students. Due to stigma, many students do not seek for help and although they
may present a severe consequence, thoughts of suicide, a great amount of students are still not
reaching out for help. Another aspect that students shared about the reason they do not open up
or seek help is due to difficult experiences. These difficult experiences were related to staff
dismissing their problems as “normal stress” or described them as being lazy for getting behind.
They also stated that nobody noticed when they would 'disappear' from classes for extended
periods of time (Quinn et al., 2009). This again ties back to teachers or professors being aware
and cautious of early signs that may be tied to mental health issues.
Another barrier that students encountered was the lack of knowledge about what support
services exist and where they are located (Quinn et al., 2009). When students are not informed
about what services are offered in school, students are more likely to be vulnerable to the
consequences of mental health. However, students who actually sought help and that their school
offered services to the students, the students found this to be valuable. In other words, the
students valued this. This comes to show that having mental health services on a school campus
can be very meaningful and valuable for students.
Programs. A model known as the Step-Up model, was developed to help high school
students aged between 14–18 years. This model was particularly designed for inner-city
communities. The Step-Up model is a high school-based mental health service delivery model. It
has been created to bolster school, family and youth processes related to youth mental health and
positive youth development (Alicea et al., 2012). The development of this model is due to urban
Latino youth and African Americans being at stake for developing mental health difficulties.
They are more likely to grow up in disadvantaged neighborhoods that consist of acute
environmental stressors. Racism, poverty, substance abuse, exposure to high levels of
community violence, deteriorating youth-supportive resources, and a serious shortage of mental
health services are also problems that these two groups of people face in an urban inner-city
community (Alicea et al., 2012). Alicea et al. (2012), state that youth frequently avoid traditional
mental health services and they may miss the opportunity to address serious mental health needs.
Also, these teens may not have appropriate contact with clinical services and a model like
this can help these individuals can be beneficial for them. Step-Up knows the importance that
family plays in the lives of children. For this reason, Step-Up involves parents in an active and a
meaningful way. The parents become partners in the delivery of the services. The reason for that
being is because there is evidence that indicates that intensive engagement interventions that are
implemented during initial contacts, between youth and their families, can successfully increase
service use (Alicea et al., 2012).
According to Alicea et al. (2012), schools also play an important role in a youth’s
cognitive, socio-emotional and behavioral development, which are all associated with their
academic performance. Schools are seen as a central domain for promoting mental health and an
important platform for service delivery (Alicea et al., 2012). According to the Canadian Institute
for Health (as cited in Cushman et al., 2011), youth who feel connected to their schools report
better health, higher self-worth, less anxiety and less likely of reporting risky behaviors. When
one has parents be active in this program as well as the schools and the youth, is what makes this
program very effective.
Additionally, they work with mental health professionals. The Step-Up team consists of
clinician and non-clinicians. The clinicians reflect the youths' families and community. Each
staff is known to bring unique skills and background, but everyone is still responsible for the
same core components of the programs. These core components involve group board facilitation,
one-to-one mental health sessions with the youth, curriculum development, and family home
visits. Step-Up also has social workers involved who are public health professionals, graduate
interns in the area of social work and public health, and both youth and parents specialists who
receive training on youth development and facilitation. The reason they involve these important
individuals is to engage and foster positive relationships across various youth contexts. Their
attempt is to connect the youth, families, and schools on tackling mental health and risk related
challenges and to promote a positive youth development (Alicea et al., 2012). This program has
been shown to be effective for students. With this said, having a program like this, where
everyone who plays an essential and important role in the lives of students, can help diminish the
percentage of students who have mental health issues.
he HPS approach developed at the first

Healthy Promoting Schools (HPS) Approach. T
international conference on health promotion in 1986. In a health promoting school, all the
members of the school community work together to provide students with positive and integrated
experiences and structures, all which promote and protect their health (Cushman et al., 2011).
Cushman et. al (2011) state that it also includes both formal and informal curriculum in health,
the creation of a safe and healthy school environment, provisions of appropriate health services,
and involvement of family and wider community in efforts to promote health. The HPS approach
is seen as the most effective way of exerting a positive influence in health related behaviors and
academic outcomes on the students. Those who implement the HPS approach, change the
psychological school environment, involve the students, teachers and parents, and they focus on
developing personal skills and resilience over a long period of time (Cushman et al., 2011).
Dickinson (as cited in Cushman et al., 2011), concluded in her HPS review that young people
experience more positive learning and achievement outcomes when they find their school to be a
caring and supportive learning environment. In other words, when schools care for the
well-being of the students, students tend to show positive learning and achievement outcomes.
Mentally healthy students who develop a positive sense of self-worth and social competence, are
known to be better learners, have better relationships with their teachers and display more
resilience in meeting challenges (Cushman et al., 2011). When a student’s mental health is in a
good state, students tend to succeed academically and personally. The HPS approach has been
shown to succeed in enhancing the health and learning outcomes of students, it has received
international recognition (Cushman et al., 2011). Many cities in New Zealand have adapted the
HPS approach in their schools. If all schools were to implement an approach like this one, it
would help students with mental health issues because of its purpose and outcomes.
As one can see, there are already programs that have developed to help students with
mental health issues. Despite the work already being done to help these students, many students
are not seeking help due to the stigma that mental health has attached to it. However, the number
of students who actually seek help is very low and more needs to be done to make sure that this
changes, and that students are able to receive help when needed. Students who actually had
mental health services in their school, found this to be very helpful. For this reason, in this
project, I tried to investigate if schools in Monterey County actually have mental health services
implemented in school grounds.
Methods and Procedures
Today, many students face mental health issues. These students are facing severe
consequences that affect them for a long period of time and it can affect them permanently, such
as ending their life. Therefore, this senior capstone research project examines whether schools
are meeting students’ mental health needs or requirements or not, and if teachers are aware of the
consequences of mental health issues. Based on the analysis of my data and the literature review,
I will use what I learned to formulate an action plan where I will bring awareness to this severe
issue.
In order to answer my secondary questions, besides the literature review, I conducted
anonymous interviews with teachers (See Appendix A- Anonymous Interview Questions for
Teachers). These teachers varied from elementary, high school, and college/university level in
Monterey County. Three out of the four schools where I conducted these interviews are schools
from a low-income community where the majority of the population is Hispanic/Latino. I was
able to come up with questions to solicit the teachers’ perspectives on how they approach mental
health issues among their students. Based on their answers, I was able to analyze if their school
offered mental health services to their students, how they identify if a student has a mental health
issue, how they take action, and their perspectives on how they or the school can bring awareness
to this issue. These teachers were not selected at random. They were previous instructors that I
had throughout my education. The reason I chose instructors as the main subject participants for
my study was because students tend to spend most of their life and time in school. Since teachers
spend a vast amount of time with students, they can be an important key factor in identifying
early signs of mental health disorders. Lastly, the method used for this research was a
quantitative method. The reason why I chose this method and why I thought it would work best,
is due to the fact that by addressing observable statistical information, it would simply make
things simple and more understandable to the audience and to myself as to why this topic is very
important and the statistics would emphasize how mental health issues among students is a major
problem.
Results and Findings
The questions developed for the interview along with the literature review, are intended
to answer my secondary questions as much as possible. As stated in the introduction and

background section, my secondary questions are: (1) What does research say about the
consequences of mental health issues that students encounter in schools? ( 2) Are there mental
health services being offered to students in schools? If there are, what are their services to
students? (3) How do the schools actually provide these services to students? (4) How do
teachers identify mental health issues among students and how do they take action to resolve
them? (5) What are the consequences of mental health issues when students do not receive any
services from schools? (6) What could teachers and schools do to bring awareness of mental
health services to students in schools?
After analyzing literature and the teachers' responses, it is evident that students with
mental health issues come with consequences, especially if these students do not receive any
services. Students who have mental health issues like emotional distress, are known to
detrimentally affect their ability to learn but it also undermines their peers ability. In the study
done on New Zealand's schools, the schools realized that students who have mental/emotional
health issues had an increase in anxiety, anger, bullying, unhappiness, and depression. In this
same study, a secondary school identified students with depression, suicidal thoughts,
relationships issues, dealing with feelings/problems, and domestic violence. As for a primary
school, the school showed concern in self-esteem, social skills, family violence and anger
management (Cushman et al., 2011). Adolescents, who have elevated mental health needs, are
more likely than non-disordered peers to have an impaired judgement, poor problem solving
skills, and conflictual interpersonal relationships, resulting in disruptive behavior, including
unsafe sexual behavior, and drug use (Alicea et al., 2012). According to Moon et al. (2017),
youth mental illnesses are associated with poor academic performance, disrupted psychosocial
development, lower rates of high school graduation and an increase in health risks. In the teacher
interviews, the instructors reported similar consequences. Their responses included: feelings of
despair, suicide, and/or a lifetime of mental health struggles, violent, depression, academic
impairment such as affecting their grades, retention, and persistence, self-harm as well as
harming of others, personal set-backs in terms of advancing academically, professionally, or
socially in relationships, delay of achieving goals, and loss of confidence and motivation. All of
these consequences coincide with the literature review.
When depression is untreated, it increases the chance of risky behaviors like drug or
alcohol addiction. This is particularly common among teens and in young and middle aged
males. It also ruins relationships, can cause problems at work, and can make it difficult to
overcome serious illnesses. Depression affects the way one eats and sleeps, the way one feels
about themselves and those around them, and it impacts one’s thoughts, and difficulty
concentrating or making decisions. Individuals can feel an increased need for sleep and
experience energy loss. Untreated depression can result in feelings of hopelessness and
helplessness, irritability, and suicidal thoughts (Bhandari, 2019). The worst outcome of
depression is suicide. According to the National Institute of Mental Health (as cited in Bhandari,
2019), 90% of people who die from suicide have depression and other mental disorders or a
substance abuse disorder. Men are the ones to be known to commit 75% of the suicides although
women are twice as likely to attempt it (Bhandari, 2019). This comes to show that gender does
not matter, both male and female are likely to commit suicide.
Students with anxiety also face consequences. According to Hanie and Stanard (2009),
approximately half of students who are diagnosed with an anxiety disorder experience significant
difficulty functioning at school. Anxiety is known to lower students’ academic performance and
productivity. Tardiness, absenteeism, perfectionism, common with more severe levels of anxiety,
may possibly lead to incomplete work, test failure, or possible repetition of a grade. Dropout
rates also tend to be high among students who have problematic anxiety. Other consequences can
be the attribution of substance abuse and truancy (Hanie & Stanard, 2009). Furthermore, anxiety
in adolescence can cause significant impairment and problems with interpersonal relationships.
They can try to avoid situations if they experience an unpleasant situation or failure, rather than
dealing with them or approaching the situation. Anxiety is known to interfere with an
individual's social, emotional, or academic functioning (Hanie & Stanard, 2009). If anxiety is
linked with depression, the individuals run the risk of the consequences that individuals with
depression face or encounter.
In a similar way, students with ADHD encounter consequences. ADHD may impact all
aspects of an individual's life that it can persist into adulthood. According to Harpin (2005), the
consequences of ADHD upon individuals change from the preschool years to primary school and
adolescents. Students with ADHD are at a much greater risk for long term negative outcomes
like lower educational and employment attainment. In the primary years, students with ADHD
constantly face academic failure, rejection by peers, and low self-esteem. These individuals also
face low sleep patterns that can cause daytime behavior to worsen. Additionally, young
individuals who have ADHD tend to be excessively aggressive and antisocial. Young students
with ADHD have an increase of risk failure, dropping out of school or college, teenage
pregnancy, and criminal behavior. In adult life, individuals with ADHD are more likely to be
dismissed and they often tend to try several different jobs before they finally encounter one
where they can succeed. Adult students with ADHD experience interpersonal difficulties,
absenteeism, lateness, excessive errors, and inability to accomplish workloads. When ADHD is
untreated, individuals are significantly more vulnerable to drug and substance abuse (Harpin,
2005). According to Nationwide Children’s Hospital (2019), individuals with ADHD are at an
increased risk of developing depression and anxiety symptoms. This may then lead ADHD
individuals to having suicidal thoughts, suicidal behaviors and self-harm, particularly adolescents
or youth. The reason adolescents or youth are at a higher risk of suicide is due to the higher
levels of impulsivity, which is a common symptom of this mental health issue. The
impulsiveness drives ADHD adolescents/youth to have rapidly thoughts and take rapidly
decisions of suicide during times of distress (Nationwide Children’s Hospital, 2019). Individuals
with ADHD are at risk of these consequences in all the faces of their life, from their childhood
into adulthood.
Depression, anxiety, and ADHD have similar consequences, the most harmful one being
suicide. Suicide is the known to be the third leading cause of death among teenagers and young
adults (Mckenzie et al., 2011). Mental health issues are considered to be the chronic diseases of
youth. In the United states, an approximate of 20% of school age children have symptoms of
mental health, but unfortunately only a few children receive an appropriate diagnosis and
treatment (Powers et al., 2014). With this said, schools should have mental health services
implemented in their school, and teachers, who play an essential role in the lives of students, can
help prevent or minimize the consequences of mental health issues that many students face.
Schools do have services being offered to students in schools. Based on the teacher
interviews, all of them mentioned that they did have services. However, these services are not
implemented in the school grounds. In one of the schools, they have a school psychologist from
Monterey County Children’s Behavioral Health, but this psychologist only has time to meet with
a dozen students a year. This same school has a drug and alcohol resource specialist who works,
but only gets to work with quite a few students. There are also counselors on campus that the
students can see for mental health, but they are not specialized in this since their focus is on
academic counseling. The school also has a counselor for severely disturbed students, but
teachers do not have information regarding who they see or what they do.
In this school (School A), there are Monterey County Health Services, but it is quite
unclear how the school provides the services to the students and students have to wait to get in to
see someone. It usually takes a couple of weeks. One of the teachers said that they have a
counselor who is working with students in their Social Emotional Learning (SEL) (Teacher
Survey Respondent 1 in School A, Personal Communication, 30 March 2020). However, the
teacher in School B did not say how the services are provided in this school (Teacher Survey
Respondent 1 in School B, Personal Communication, 30 March 2020). Teachers/instructors at
School C also stated that they have services in their school such as the Crisis Counseling and
Wellness, Student Life, and other mental services (Teacher Survey Respondent 1 in School C,
Personal Communication, 30 March 2020). The teachers are required to share this information
with their students on the first day of lecture, and it is put on their syllabus. Students usually see
a counselor and from there, students who require a referral, usually get a referral. In School D,
the teacher/instructor did say that they have services on campus grounds, but it is not 100% clear
on who provides what to students’ needs. With this said, mental health services are being offered
to students, but there are certain limitations like teachers/instructors not being aware of who
provides what or how they are being provided, having a limited amount of specialists in their
school, a waiting time frame, and two out of the four schools, not having the services on campus
(Teacher Survey Respondent 1 in School D, Personal Communication, 30 March 2020).
As stated in the introduction and background and methods and procedures sections,
teachers are crucial in helping students with mental health issues. Growing expectations for them
has increased and for early identification of mental health issues, teachers play an important role.
Based on the interviews, all the teachers/instructors looked at behavior in identification for
mental health issues. Their responses included: aggression, sadness, being disconnected, changes
in attendance, homework, appearance, no participation, engagement, distant, erratic behaviors,
consistent irrational thoughts or outburst, students may talk about it through narrative writing,
withdrawn, low energy, and less interaction with the teacher and peers. However, two out of the
six teachers that I interviewed, felt that it was difficult to identify if students have mental health
issues, especially since they are not mental health professionals or have a lack of training. In
other words, these teachers/instructors felt unprepared. One teacher in School A mentioned that
mental health training is taken place on a regular basis, meaning training is taken into place
often. Training seems to be a concern for some of the teachers/instructors. When there is no
sufficient education or training on mental illness, teachers are less likely to be able to recognize
related symptoms among their students and be able to make appropriate referrals for care
(Teacher Survey Respondent 1 in School A, Personal Communication, 30 March 2020).
Many teachers feel that they are inadequately prepared to support their students with
mental health challenges, which is the case with some of the teachers that were interviewed
(Powers et al., 2014). A survey that was done on teacher’s attitudes towards mental health
services in schools revealed that a large majority of the teachers were aware of the need of
mental health services and felt that it should be the school’s role to offer these services, but only
4% of the teachers felt that they were prepared with the skills and knowledge needed to meet
their students’ mental health needs. In this same survey, teachers and administrators identified
that they had their own lack of information and training that prevented them from providing
students with appropriate mental health services (Powers et al., 2014).
Similar studies that assessed teachers' perceptions and preparedness in addressing mental
health issues of their students in the United States and Canada, revealed similar feelings as the
survey done by Powers et al. (2014), lack of confidence in handling mental health issues and
limited mental health training (Moon at al., 2017). Training and being well-prepared to address
students' mental health issues are very important factors. Teachers feel that this is needed in
order to be able to help out their students with receiving the proper mental health interventions.
Being able to identify mental health issues appears to be a big issue. Teachers feel
unprepared and based on the teachers interviews, all the teachers looked at the behavior of their
students. Marsh (2015) provides a helpful guide for teachers in identification of mental health
issues. Marsh does state that educators may be required to act as the first line of prevention in
mental health issues, but in order to do so, one needs to be able to understand externalizing
behaviors versus internalizing behaviors that are exhibited by the students. Externalizing
behaviors are behaviors directed outward toward the social environment. For example, students
who exhibit aggression, a difficult temperament, or behavior impulsivity may be seen as
externalizing behavior. Aggression is often displayed with verbal threats toward peers and staff,
physical actions like hitting or kicking that can cause physical harm, and the damaging of
property of others. However, in order for this to be a behavior disorder, the aggressive behavior
must be persistent over the span of 6 months. Difficult temperament usually takes place in two
different ways. The first form consists of students engaging in behaviors that defies established
rules. The second manifestation of difficult temperament includes argumentative behavior or
tantrums related to perceived unreasonable demands by the child/youth.
Similar to aggression to be considered a disorder, it must be consistent difficult
temperament over a span of 6 months. As for behavior impulsivity, it is shown by sudden
aggressive outbursts like kicking, screaming or hitting, trouble sustaining attention to tasks for
extended periods of time, difficulty providing details in describing events, responding to
discussion with off topic responses, and disorganization. Like aggression and difficult
temperament, it must occur consistently over a period of 6 months to be considered a problem
(Marsh, 2015).
In regards to internalizing behaviors, they are behaviors that are directed inward, toward
the individual. However, for internalizing behaviors, they often go unnoticed because they are
described as being subtle to nature. Marsh (2015) mentions that there are two categories of
internalizing behavior disorders which include anxiety related disorders and mood disorders.
Being able to understand internal behaviors related to anxiety is known to be important, but
identifying these internal behaviors is known to be really difficult. Fortunately, children and
youth exhibit observable behavior related to anxiety, which involves skipping class, truancy or
leaving class for long periods of time. As for students with mood disorders, it is difficult to
identify its internal characteristics.

However, children/ youth exhibit observable behavior that can help identify this
disorder. The observable behavior includes: difficulty completing school work, rapid increase or
decrease in weight, complaining of stomach pains, and becoming disinterested in activities they
previously enjoyed. It is important to identify mood disorders because students are at an
increased risk of suicide. Being able to identify externalizing or internalizing behaviors and
being aware of concerning behaviors that are associated with mental health disorders is essential
to helping these students. Awareness of these behaviors, external and internal, is the first
important step towards helping these students.
The next step would be bringing the concerns to the attention of the appropriate school
staff who can provide assistance (Marsh, 2015). With this said, based on the teachers responses
for the interview, they are doing right in observing the behavior of their students. This is a very
important aspect. As to how they take action after being observant in the behavior of their
students, every teacher had their own way in how they take action to resolve them. To see the
ways that they action upon the matter, at the end of this Capstone Project, their responses will be
attached.
Bringing awareness on mental health services is also an important concept in helping to
diminish the amount of students who have mental health issues. Based on the teachers’
interviews, every teacher/instructor had a different point of view on how they or the school could
bring awareness. One of the teachers in school A, said that one should first stop
pretending/ignoring that mental health is not an issue, have many more resources and being
explicit with what resources are available for the students. This teacher also believes that schools
should have more mental health professionals to help out the students (Teacher Survey
Respondent 1 in School A, Personal Communication, 30 March 2020). The second teacher at this
same school suggested that one should de-stigmatize mental health issues and normalize asking
for help when one feels that it is needed. Additionally, having students do student-led projects
where they raise awareness to mental health issues by presenting their research and solutions to a
broader audience can be an empowering way of raising awareness. This teacher is currently
working with her students in a project called the “Trailblazer Scholars Project” as a way of
promoting awareness in mental health issues for their peers (Teacher Survey Respondent 2 in
School A, Personal Communication, 30 March 2020).
The teacher in school B believed that one can bring awareness by actually providing
resources, talking to families, and referring them to services that can help out the student or
students (Teacher Survey Respondent 1 in School B, Personal Communication, 30 March 2020).
Also, letting families and the students know that mental health is a disease that can be cured.
At school C, one of the teachers/instructors said that putting information in regards to
mental health services in their school on the school syllabi and going over this information with
the students on the first day of school can be a way of how teachers can raise awareness. Also,
having a couple of wellness check-ins with the students during the semester or having a wellness
week during mid semester is something both schools and teachers can do to bring awareness on
this issue (Teacher Survey Respondent 1 in School C, Personal Communication, 30 March
2020). The second teacher/instructor at this school suggested publicizing the availability of
student support services that includes testimonies by others who have been through challenges
and who have made it to the other side. These testimonies can serve as first-hand accounts of
how these individuals have been assisted by those services or how they would have helped them
if these services had been available or known to them (Teacher Survey Respondent 2 in School
C, Personal Communication, 30 March 2020). Both of the teachers/instructors felt that
whichever solution is taken to bring awareness, should become part of the campus culture.
The teacher/instructor at school D suggested that schools and/or teachers/instructors can
advocate a lot more about the available services, add more resources and services, like more
hours of availability, faculty adding information in their syllabi, and sending announcements to
students about what is available to them can be ways to bring awareness (Teacher Survey
Respondent 1 in School D, Personal Communication, 30 March 2020). What this shows is that
both schools and teachers/instructors can do so much to bring awareness on students' mental
health issues. No matter what method is chosen to promote awareness of mental health issues,
taking action and actually doing something about it to help out the students is what really
matters. There are a variety of methods that both schools and teachers/instructors can use to
support and bring about justice to this issue, mental health issues among the students.
According to Powers et al. (2014), increasing teacher and staff awareness on student
mental health issues can increase the referrals to appropriate assessments and services for the
students. By doing so, there may be an increase in service referrals and this may then lead to an
increased access of important mental health treatment or treatments for the students. This will
ultimately improve the health and school success of these vulnerable students.
Problems and Limitations
Through the gathering of data, there were a couple of problems that limited the gathering
of data for this senior capstone research project. Initially, my goal was to interview three teachers
at every school grade level, three at the elementary, middle, high school, college, and university
level. However, due to the epidemic of the COVID-19, Coronavirus, I was not able to collect all
the data I needed. The reason for that being is because schools all over the United States were
suspended.
Later on the decision of shifting to virtual teaching and learning, distance learning, made
it really difficult to be able to get a hold of teachers that would be willing to participate in my
teacher interview. Many schools closed because of this virus and the information that would help
me collect data to my secondary research questions were limited. I was only able to interview
one teacher at the elementary level before this epidemic, two at the high school level, two at the
college level, and one at the university level. I was not able to interview any at the middle school
level and originally I had three teachers at the high school level, but because of the decision of
suspending classes, teachers had to struggle and do a lot of planning for their students on how
everything was going to work, and it created overwhelming scenarios that took away the time to
answer the interview questions. It made it really difficult. This epidemic of the COVID-19
caused drastic life changes and decisions. Staff found themselves overwhelmed in planning an
alternative way of delivering their instruction for the remaining of the semester or school year.
Another problem that I faced was that some responses were very limited and that could
have been due to my phrasing of questions. I could have developed more questions or I could
have been more specific in my questions. Although the responses on my data collection were
skewed, it still helped the audience and myself get a sense of where we are standing today with
student mental health issues and the schools services. Furthermore, all the responses that I got
came from public schools in Monterey County, so this limited me to the data on my secondary
questions. The responses only came from the perspective of public schools and it is not clear or
known if private schools offer mental health services in their school or we simply do not have
any perspective of private schools in regards to this issue of my Capstone Project.
Recommendation
It is important for schools and teachers to become aware that students with mental health
issues face consequences and some of them can be very severe. The best way to help these
vulnerable students is that schools should have or implement mental health services within
school grounds. Having mental health professionals go in and out of the school is not the same as
actually offering the services on campus. Students who actually have mental health services on
campus find it to be very useful or helpful. Although there is stigma to mental health issues, both
school and teachers should work together to get rid of this stigma and let students know or
become aware that there is nothing wrong in asking for help. Simply because one asks for help in
challenges, in this case with mental health issues, it does not make them weak or less than
anyone else. Increasing awareness of mental health issues, its consequences, the importance of
offering mental health services in school, and letting students become aware of these services
can result in fruitful and beneficial outcomes. Working together to diminish the amount of
students who have mental health issues can be obtained if schools and teachers work together in
bringing awareness to this issue and actually providing mental health services. However, the
mental health services offered should not be limited, meaning there should be an adequate
amount of professionals to help serve all the students who need them and should always be made
available to them.
Conclusion
This Capstone Project is intended to help all educators and students realize that mental
health issues come with a variety of consequences, and if the appropriate measures are not taken,
students can face serious consequences. Mental health issues affect students academically and
emotionally, reduces their quality of life and their well-being, and negatively impact students’
relationships with friends and family members. In addition, it also affects their satisfaction on a
variety of things like work or school (Suicide Prevention Resource Center, n.d.). Mental health
issues like depression, anxiety, and ADHD face a common severe long-term consequence,
suicide, if it is not detected and treated on time. Teachers can be the ones who help prevent this
tragedy from happening if they receive the proper training and preparedness to help these
students. When teachers are at the front line for detecting student mental health issues, students
can receive the proper help needed and students will be able to carry on a healthier mental health.
Schools and teachers can work together to bring awareness on mental health issues and
collaborate to bring mental health services in school for their students. Consequences of student
mental health issues can be reduced or diminished if the proper steps or action is taken.
References
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youth mental health and development in inner-city high schools. Clinical Social Work
Journal, 40(2), 175-186. doi:10.1007/s10615-011-0344-3
American Psychiatric Association (APA). (2017). What is depression? Retrieved from
https://www.psychiatry.org/patients-families/depression/what-is-depression
Bhandari, S. (2019). Side effects of untreated depression. Retrieved from
https://www.webmd.com/depression/guide/untreated-depression-effects#1
Bhugra, D., Till, A., & Sartorius, N. (2013). What is mental health? International Journal of
Social Psychiatry, 59( 1), 3-4. doi: 10.1177/0020764012463315
Cushman, P., Clelland, T., & Hornby G. (2011). Health-promoting schools and mental health
issues: A survey of New Zealand schools. Pastoral Care in Education, 29(4), 247-260.
doi: 10.1080/02643944.2011.626066
Hanie, E. H., & Stanard, R. P. (2009). Students with anxiety: The role of the professional school
counselor. Georgia School Counselors Association Journal, 16( 1), 49–55.
Harpin, V. A. (2005). The effect of ADHD on the life of an individual, their family, and
community from preschool to adult life. Archives of Disease in Childhood, 90( 2), 2-7.
doi: 10.1136/adc.2004.059006
Marsh, R. J. (2015). Identifying students with mental health issues: A guide for classroom
teachers. Intervention in School and Clinic, 51(5), 318-322. doi:
10.1177/1053451215606706
Mckenzie, S., Wiegel, J. R., Mundt, M., Brown, D., Saewyc, E., Heiligenstein, E., Harahan, B.,
& Fleming, M. (2011). Depression and suicide ideation among students accessing
campus health care. American Journal of Orthopsychiatry, 81(1), 101–107. doi:
10.1111/j.1939-0025.2010.01077.x
Moon, J., Williford, A., & Mendenhall, A. (2017). Educators' perceptions of youth mental
health: Implications for training and the promotion of mental health services in schools.
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National Institute of Mental Health. (n.d). Anxiety disorders. Retrieved from
https://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml
Nationwide Children’s Hospital. (2019). ADHD and youth suicide: Is there a link? Retrieved
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dhd-and-youth-suicide
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mental health issues among elementary school staff. Families in Society, 95( 1), 43-50.
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Rothi, D. M., Leavey, G., & Best, R. (2008). On the front-line: Teachers as active observers of
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issues. Retrieved from https://www.sprc.org/colleges-universities/%20consequences

Appendix
Appendix A
Anonymous Interview Questions for Teachers
1. Are you aware that there are mental health services offered to students in schools?
2. How do you identify mental health issues among students in your school? If you can
identify mental health issues, how do you take action?
3. Do you know the consequences of mental health issues when students do not receive any
services from schools?
4. What could you and your school do to bring awareness of mental health services to your
students?
Appendix A
(School A)
1. Are you aware that there are mental health services offered to students in
schools?
a. Yes, I am aware that there are mental health services available for students in
my school. In fact, I know there are a variety of support groups and service
providers at my school, but in all honesty, it’s not 100% clear to me who provides
what to students in need.
a. Sometimes students will express their struggles through a narrative writing
assignment in English class. I’m aware that being an English teacher has
additional responsibilities, and that I need to be alert to cries for help in student
writing.
b. An additional resource I have is by careful observation of students. If I see a student who
is behaving measurably different than they usually do (more withdrawn, low energy, less
interaction with me and peers), then I will ask them privately how they are doing.
c. Often students may say, “Everything’s fine” and look down. Sometimes they will
say, “Oh, I just have some things going on right now.” To that, I might ask, “Things at
home or at school?” This is to see if they are comfortable talking with me about it more.
d. Regardless of how they answer, I will almost always ask them, “Would you like me
to send you to see your counselor so you can get some support to help you during this
challenging time?” Sometimes they say no, but usually, they say yes, and then I write them
a pass.
e. I try to follow up with them and the counselor to see if it was helpful and if they feel they
are getting the support they need. But often, due to confidentiality, I don’t hear anything
back from the counselors. Although I understand issues of confidentiality, I regret that
because I feel I could be of more support if I knew they were continuing to receive support
or had opted out. I wish there was a better communication system in place between
counselors and teachers.
f. Throughout my interactions with the student, I try to always say, “Please let me
know how else I can support you. And let me know if you need extra time to work on
your assignments for me,” etc. I try to remind students that they have the power to ask
for and get the help they need by being proactive on their own behalf. The more
students can see that they can take action to help themselves, the more empowered I
hope they can feel.
a. I am very aware of and worried about the high rates of self-harm and suicide among
our youth. As the sponsor of the Be Yourself Club (at both Alisal and RSJHS), I am
especially aware of how at-risk our LGBTQ youth are to mental health challenges.
4. What could you and your school do to bring awareness of mental health services to
your students?
a. One big step is to de-stigmatize mental health issues (gosh, we all have our
challenges, don’t we?) and to normalize asking for help when you feel you need it.
Whenever a student shares in class or in our poetry club about mental health issues, I
always thank them for their tremendous courage in sharing their truth with others.
b. I noticed that students are far more likely to listen to a credible peer than just adults
talking. Right now, I have several students (sophomores) who are working on projects (as
part of their “Trailblazer Scholars Project” to help raise awareness of mental health issues
for their peers. They will be presenting their research and solutions to a broader audience
this spring, either live or via video recording. I think these student-led projects can be very
empowering for all students.
c. That said, I welcome any and all advice about how I could be doing a better job. It can
be difficult to know sometimes if it’s just a teenager’s normal mood swings as a result of
puberty versus a more serious mental health issue. I wish I felt wiser and better prepared
to help support my students more.
Appendix A
(School A)
Sadly, there are very few services offered at Alisal.

- We have a school psychologist from Monterey County Children’s Behavioral Health who only has time to meet
with a dozen students a year.
- We have a drug and alcohol resource specialist who works with quite a few students.
- The counselors on campus can see students for mental health, but their focus is on academic counseling.
- We do have a counselor for severely disturbed students, but I do not have information regarding who they see or
what they do.
- Generally speaking, students are referred to the Monterey County Health Services, but it takes a couple weeks for
students to get in to see someone.
Since I see students on a daily basis, I’m aware of most changes in behavior, and I try to address the change. The
most important part of my job is creating a safe environment for my students, so they often feel comfortable
speaking with me when issues arise, and because I am open with my students and share some of my own history,
many feel freer to open up to me. After speaking with students, if they need help beyond someone listening, I have
a few options. When students are not comfortable speaking with me, but it is obvious they need someone, I ask if
there is someone else on campus they are comfortable with, and then I’ll send them. Sometimes, they prefer
speaking with the counselors, and sometimes, they need more in depth counseling. We can also refer them to one
of the other people, but it does take them quite a long time to see the student.
If the mental health issue is due to abuse, as a mandated reporter, I contact CPS, and when a student has thoughts
of suicide, I have referred them two cases for a 5150.
In all honestly - our school does not do enough, and it makes me angry. We have so many students who are dealing
with deep trauma, and there is no one to help them. I can listen to them and provide comfort, but students need
more than that.
The consequences can result in feelings of despair, suicide, and/or a lifetime of mental health struggles.
students?
We need to stop pretending that it’s not an issue. We need to stop ignoring the issue. We need to have many more
resources and be explicit with what resources we have for students. I don’t know if they need to take money away
from other resources, but every year, our students’ mental issues are increasing, and we need more people
professionals to help our students.
I will always try to do what I can to bring comfort to students, but I know it’s not enough. I continue to update my
training in mental health, but with 150 other students, we need professionals trained to support our students.
Appendix A
(School B)
Yes each school in the district has a counselor who is working in (SEL) Social Emotional
Learning
When students experience trauma they might need support. Sometimes aggression is a sigh of
trauma. Being sad, disconnected, depression is also a sigh. By having conversations with the
families.
First have a conversation with the families, refer them to the family centers at the district,
arrange a meeting with the counselor.
I don’t know however, students that do not receive treatment can be violent, depressed and
depression can make them suffer for the rest of their lives.
students?
By providing resources talking to families referring them to services and talking to them about
mental health as a disease that can be cured.
Appendix A
(School C)
Yes. Student Life and other student support services are available in most schools through
counseling, referrals, etc.
To identify mental health issues, as a non-mental health professional, is difficult. I often ascribe
what I see behaviorally as a product of stress, potentially medication, drugs, organic illnesses, or
other current concerns for that person. Otherwise, I evaluate based on behaviors and
conversations: erratic behaviors, consistent irrational thoughts or outbursts, conversations with
the person in which they tell me what they are experiencing (especially if it is something they are
only imagining they are but not sure!).
If I can identify that there is a mental health issue, I first talk to the student/person to get some
background and history of whatever it is that they said or did to make me think there was a
mental health concern. I then ask what steps they are taking to find support and assistance. I
recommend different agencies and health care services that I know of. I reassure the student that
I am on their side, they are believed, and that I will support them in any way possible.
Yes, many. I know that self-harm as well as harming of others is always a possibility. Less
severe than that but still of deep concern would be personal set-backs in terms of advancing
academically, professionally, or socially in relationships, and sometimes those set-backs are
irreversible. If there is no sharp set-back, there is often a delay of achieving goals and loss of
confidence, motivation, and depression.
students?
Publicize more widely the availability of student support services including testimonies by others
who have been through challenges, come out the other side and can provide first-hand accounts
of how their lives may have been assisted by those services (or should have been had those
things been available or known by them). Also, illustrate how there is no stigma in reaching out
for help! Culturally as well as still socially, many think seeking emotional and mental health care
is a sign of weakness, is imagined, or is always short-lived--none of which is true.
Appendix A
(School C)
Yes. At the community college I work at we have Crisis Counseling and Wellness. This is a free
service to all enrolled students and it is part of the syllabus information we go over during the
first week of classes.
Though I have had one day of Mental Health First Aid training, I still feel it is difficult to know
whether a student is having mental health issues. The behaviors I watch for are students who
come to class but seem not to be there. They do not participate or engage. They seem distant. To
take action, I approach them with a question concerning the class. Are they understanding the
material? Do they feel comfortable in class? Do they have trouble concentrating or completing
the work outside of class? Depending on what their answers are, I may recommend Crisis
Counseling for them.
I don’t have any data on that. But I believe many of my students have emotional rather than
cognitive issues that are keeping them from doing well in class. It is hard to see the importance
of academic work when one has not had needs met lower on Maslow’s pyramid.
students?
As mentioned above, we are advised to put Crisis Counseling information on our syllabi and go
over this at the beginning of the semester. It would also be a good idea to have a couple of
“wellness” check-ins during the semester. And/or we could have a wellness week at
mid-semester? These needs to become part of the campus culture. I have a colleague that begins
class with a 1-10 “how are you doing today” check in, with no explanations needed. But it is a
good way to know how individual students are doing and one could follow up on students who
self-identify as not doing well at break or after class.
Appendix A
(School D)
I am aware that CSUMB offers mental health services to students, as do many other colleges and
universities. I am not 100% certain if these services are completely free to students (they should
be!!). I am not as familiar with what is offered at the public schools at the K-12 level.
I try to look for changes in attendance, homework, appearance, and attitude. If I notice these
things I try to reach out in a friendly, personal email asking how the student is doing without
being pushy or nosey. For students that I think are very clearly struggling – haven’t been in class,
haven’t answered emails, haven’t submitted assignments – I submit a Care Team referral.
A simple guess would be that it impacts their grades, retention, and persistence. But, I’m not
actually familiar with what the research shows.
students?
Better messaging about available services, and adding more resources and services, like more
hours and staff in the PGCC and the Care Team. Faculty can also add information in their syllabi
and send announcements to students about what is available to them.

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Consequences of Student Mental Health Issues in Schools

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Part of the Education Commons

Consequences of Student Mental Health Issues in Schools

mental health issues.

Introduction and Background

issues are a problem among students.

untreated mental health problem can bring.

Attention-Deficit/Hyperactivity Disorder (ADHD). ​My primary research question is “​Are there

consequences of mental health issues that students encounter in schools?” My secondary

health, depression, anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD), which are

conditions (housing, poverty, unemployment), discrimination or abuse, cultural conflict, stigma

he/she copes and manages times of adversity.

anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) will be provided.

The American Psychiatric Association (2017), defines depression as a common and

appetite, sleeping problems, feelings of worthless or guilt, difficulty thinking, concentrating or

Psychiatric Association, 2017).

anxiety is evoked by a broad spectrum of situations, which is known as Generalized Anxiety

them (Hanie & Stanard, 2009).

As for Attention-Deficit/Hyperactivity Disorder (ADHD), it is a developmental disorder

thoughts or behaviors (Nationwide Children’s Hospital, 2019).

themselves with serious consequences.

Perspective of Students in Higher Education. ​Students in higher education (HE)

According to social psychologists, stigma is associated with attitudes and/or stereotypes

can be very meaningful and valuable for students.

environmental stressors. Racism, poverty, substance abuse, exposure to high levels of

community violence, deteriorating youth-supportive resources, and a serious shortage of mental

service use (​Alicea et al., 2012).

program very effective.

percentage of students who have mental health issues.

​ he HPS approach developed at the first

implemented in school grounds.

Methods and Procedures

In order to answer my secondary questions, besides the literature review, I conducted

Results and Findings

to answer my secondary questions as much as possible. As stated in the introduction and

health services to students in schools?

skills, and conflictual interpersonal relationships, resulting in disruptive behavior, including

harming of others, personal set-backs in terms of advancing academically, professionally, or

these consequences coincide with the literature review.

depression face or encounter.

Survey Respondent 1 in School A, Personal Communication, 30 March 2020). However, the

Respondent 1 in School B, Personal Communication, 30 March 2020). Teachers/instructors at

(Teacher Survey Respondent 1 in School D, Personal Communication, 30 March 2020).

in attendance, homework, appearance, no participation, engagement, distant, erratic behaviors,

(Teacher Survey Respondent 1 in School A, Personal Communication, 30 March 2020).

students with appropriate mental health services (Powers et al., 2014).

who exhibit aggression, a difficult temperament, or behavior impulsivity may be seen as

rules. The second manifestation of difficult temperament includes argumentative behavior or

tantrums related to perceived unreasonable demands by the child/youth.

Similar to aggression to be considered a disorder, it must be consistent difficult

temperament over a span of 6 months. As for behavior impulsivity, it is shown by sudden

extended periods of time, difficulty providing details in describing events, responding to

temperament, it must occur consistently over a period of 6 months to be considered a problem

identify its internal characteristics.

previously enjoyed. It is important to identify mood disorders because students are at an

Attention-Deficit/Hyperactivity Disorder (ADHD). My primary research question is “Are there

Perspective of Students in Higher Education. Students in higher education (HE)

service use (Alicea et al., 2012).

he HPS approach developed at the first

Journal, 40(2), 175-186. doi:10.1007/s10615-011-0344-3

Social Psychiatry, 59( 1), 3-4. doi: 10.1177/0020764012463315

counselor. Georgia School Counselors Association Journal, 16( 1), 49–55.

teachers. Intervention in School and Clinic, 51(5), 318-322. doi:

campus health care. American Journal of Orthopsychiatry, 81(1), 101–107. doi:

Children and Youth Services Review, 73, 384-391. doi: 10.1016/j.childyouth.2017.01.006

Guidance & Counselling,37( 4), 405-418. doi: 10.1080/03069880903161385

issues. Retrieved from https://www.sprc.org/colleges-universities/%20consequences