Health and Wellbeing: EDH2152: Assessment Task 1

Health Concern 1: Anxiety disorders

Population Group: 12–17-year-old females

It is essential that in the early years of childhood, positive health behaviours and social

behaviours are instilled as early as possible to create a healthier lifestyle as they become

adults (Australian Government Department of Health, 2019). As a preservice secondary

Health and Physical education teacher the first health concern discussed will be the

inequities of 15- to 17-year-old females experiencing and living with anxiety disorders.

Anxiety disorders are not just the occasional anxious feeling that most people experience

when having to make an important decision or before an exam. Anxiety disorders are when

the anxious feeling does not go away and are a constant worry and fear that a person

experiences of an extended period. Anxiety disorders include generalised anxiety disorder,

panic disorder, social anxiety, separation anxiety and multiple types of phobia-related

disorders (National Institute of Mental Health, 2018).

The Australian Institute of Health and Welfare [AIHW] (2020a) recorded that in 2015 that

anxiety disorders were the leading cause of total burned for females aged 15 to 17 with 11.3

percent of the population group having experienced an anxiety disorder (Australian Institute

of Health and Welfare, 2020a). For comparison from 2013 to 2014 the Australian Institute of

Health and Welfare [AIHW] (2020a) recorded that 6.3 percent of males between the ages of

12 and 17 had an anxiety disorder where 7.7 percent of females in the same age group were

diagnosed with anxiety disorder. Collectively for young people aged 12 to 17 anxiety

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disorders were the highest of the mental disorders recorded with 7 percent of the 14

percent of mental disorders recorded (Australian Institute of Health and Welfare, 2020a).

Having an anxiety disorder can have serious effects on a person overall health and wellbeing

including that it is very common for people who suffer with an anxiety disorder to also

experience depression which also has a high risk of leading to self-harm and suicide (Better

Health, 2020). In understanding this, it is noted that for females aged 15 to 24 also have

depressive disorders, suicide, and self-inflicted injuries that are in the top 5 leading causes

of total burden for the population group. Depressive disorders accounted for 8.9 percent

and suicide and self-inflicted injuries accounted for 6 percent of the data recorded in 2015

(Australian Institute of Health and Welfare, 2020a). On a global scale the Global Burden of

Disease Study recorded that in 2015 females aged 15- to 19-year-old have 5.5 percent of the

population living with and anxiety disorder compared to male’s 3.3 percent (World Health

Organisation, 2017). Inequities regarding anxiety disorders within the 12- to 17-year-old

female population may be due to lack of developed personal skills and the non-supportive

environments they are surrounded by within their communities.

Anxiety disorder inequities in adolescent females aged 12 to 17 can be associated to vital

social determinants of health. Supportive learning environments are one of the most

important social determinants of a young person’s health and wellbeing (Vic Health, 2015).

Pressures from society are extremely challenging for any adolescent navigating their way

through high school. Whilst it is daunting for any adolescent preparing for adulthood it can

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seem like there is added pressures for females with being underrepresented and underpaid

in the workforce leading to added pressure in their education performances. Females are

also more likely to be subject to physical or sexual violence than males therefore resulting in

females more likely to have some form of post-traumatic stress disorders (Australian Human

Rights Commission, 2018). Societies views on sexuality and body image have played an

impacting role on female’s mental health especially in the younger generations dealing with

the pressures that social media brings to these issues (Victorian Government, 2021). The

lack of representation of women participating in physical activity and sports also plays a

critical role in females being more likely to have an anxiety disorder as being active

promotes the importance of good mental and physical health and can help with a person’s

self-esteem and the way they view themselves (Victorian Government, 2021).

A child’s relationship and interaction with their family is also an important social

determinant of their health and wellbeing when discussing a child’s mental health (Vic

Health, 2015). The Australian Institute of Health and Wellbeing found that children with an

anxiety disorder were missing on average 6 days of school per year due to symptoms of

their disorder. In the subcategories of anxiety disorders, it showed that for generalised

anxiety children were on average missing 10 days of school per year (Australian Institute of

Health and Welfare, 2020b). With these statistics and the higher percentage of adolescent

females with anxiety disorders it can be said that female students would be absent from

school more than males due to experiencing symptoms from their anxiety disorders. This is

an added pressure on female students to be successful in their education journey. Now with

the current global pandemic and children spending more time remotely learning it is

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paramount that students with anxiety disorders have a positive and healthy relationship

with their families they live with.

A multidimensional approach is needed in addressing the health concerns of adolescent

females with anxiety disorders to generate positive health outcomes for this population

group. The multidimensional approach needs create supportive environments for students

in their school community and by developing personal skills in strengthening relationships

between the adolescent and their family members in whom they live with. It is

recommended that school communities can assist in relieving anxiety levels by directing

students in accessing mental health services, integrating mental health learning into their

school curriculums, and providing training for their staff on mental health issues students

may face in their care (U.S. Department of Health and Human Services, 2021). Parents and

families of students can assist in reducing anxiety levels by supervising the student in

making healthy lifestyle decisions, engage with their child’s schooling and extra-curricular

activities, and by communicating regularly and openly with their child and their child

teachers (U.S Department of Health and Human Services, 2021).

To be able to make a positive impact on student’s mental wellbeing schools and the

department of education need to implement programs within school hours to help break

the stigma of anxiety disorders and ensuring that students do not feel isolated. Students

need to feel supported in their school community and to holistically tackle this issue the

Australian Government need to have mandatory school programs for example a program

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that ‘batyr@school’ runs that provides students education in how to break the stigma and

the networks and services that are available to them when they need help or further

information (Hudson & Ingram, 2020). Promoting positive relationship with student’s family

and the school community it will assist in parents and carers being involved in their child’s

education journey and allow them to also educate themselves within school-based

programs that are dedicated to mental health education. With parents being involved in this

process it will create deeper personal skills for the students and assist in them making

decision for their health and wellbeing.

Health Concern 2: Inadequate physical activity

Population Group: 12–17-year-old in low socioeconomic areas

As a preservice Health and Education teacher the second health concern discussed will be

the inequities for 12-to-17-year old’s living in low socioeconomic areas who do not meet

what Australia determines to be an adequate amount of physical activity. Physical activity is

an important factor when discussing health, for adolescents who are insufficient in

participating in physical activity are at a much high risk of having cardiovascular diseases and

or type 2 diabetes when they become an adult. In addition, teenagers who are not regularly

physically active also have a much higher chance of being overweight, obese, having high

blood pressure and or having high cholesterol as they progress into adulthood.

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For children and adolescents Australia recommends 60 minutes of physical activity every

day (Australian Government Department of Health, 2021). Statistics show that many

Australian children are not meeting these standards and improvements need to be made.

Australian Institute of Health and Welfare [AIHW] (2020c), conducted a survey from the

year 2011 to 2012 that showed that only 1 in 10 Australian adolescents aged 12 to 17 were

meeting the recommended amount of physical activity. In 2018 the Australian Bureau of

Statistics (2018) found that 24 percent of children aged between 5 to 17 years old were

either considered overweight or obese. The survey further found that. That no

improvement was made from the year 2012 to the year 2018 where still only 1 in 10

adolescents met the recommended 60 minutes of daily exercise (Australian Bureau of

Statistics, 2018). Statistics also found that children and adolescents who live in higher

socioeconomic areas were more likely to meet the physical activity recommendations than

those who live in low socioeconomic areas (Australian Institute of Health and Welfare,

2020b).

The amount of time spent in front of a screen can become detrimental for one’s health as it

is taking away time for physical activity. For children and adolescents aged 5 to 17 it is

recommended they only spend a maximum of 2 hours a day participating in screen-based

activities (Australian Institute of Health and Welfare, 2020b). In 2017 it was found that only

15 percent of adolescents did not go over the 2-hour recommended screen time per day

(Australian Institute of Health and Welfare, 2020b). As technology keeps advancing and in

the current climate of remote learning and children having to be on their computers for

their education, it can be assumed that these numbers will only be negatively impacted.

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The Australian Institute of Health and Welfare [AIHW] (2018) found that in the year 2015 to

2016 Australians living in low socioeconomic areas were 1.6 times more likely to be living

with 2 chronic health concerns compared to those who live in higher socioeconomic areas.

Inadequate physical activity for teenagers living in low socioeconomic areas are an explicit

influence on the social determinants on health (Vic Health, 2015b). The safety and access in

relations to urban design of public parks, playgrounds and walkways are often very different

for those in low socioeconomic areas compared to those who live in a higher socioeconomic

area (Vic Health, 2015b). There is also great difference in accessibility between residential

establishments and commercial establishments between lower and higher socioeconomic

areas. In lower socioeconomic areas they are distanced from commercial establishments

therefore relating in less utilitarian walking, so they are unable to utilise their means of

travel to school or work as time to be physically active. For example, riding a bike or running

to and from their work or school instead of having to travel long distance via motor vehicle

transport (Vic Health 2015b). This implies that there is a lack in public policy then in turn

presenting inequities in the health concern for insufficient participation in physical activity.

With a high number of adults in low socioeconomic areas also not meeting the recommend

daily participation in physical activity, it can be said that social and cultural norms can be

factor in an inadequate physical activity in the adolescent population (Vic Health, 2015b).

Children and adolescents are greatly influenced by their home environment and the family

they live with. Parents and careers modelling of behaviour can influence a child’s health

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behaviours and how they view the importance of physical activity (Australian Institute of

Health and Welfare, 2021). This can imply that there is a lack in education for personal skills

regarding one’s own health.

These inequities for inadequate physical activity for teenagers in low socioeconomic

environments are a complex health issue and needs to have multidimensional approach.

Public policy needs to be in place to ensure the development of public facilities in low

socioeconomic areas are as of safe and good quality in the higher socioeconomic areas. In

doing this it will promote people living in these areas to participate in physical activity

without encountering another financial burden (Vic Health 2015b). In developing these

lower income areas, it will also assist in adult family members who are in the teenagers lives

to be able model positive physical active lifestyles. More public policies need to be in place

in the education system to ensure children are physical activity everyday with more

implementations of compulsory sport or more funding for before and after school sporting

programs. In implementing these strategies in the education system, it allows for a holistic

approach and reaches a wider population group. Parents and carers can also make a

difference by monitoring their child’s screen time and encouraging them to get physically

active by participating with their child or find an activity their child shows interest in with a

group of friends (Australian Government Department of Social Services, 2020).

In conclusion both health concerns discussed have showed a lack of public policy, supportive

environments, and personal skills. These issues are best approached with a

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multidimensional and multisectoral views. As a preservice Health and Physical Education

teacher, it is clear to me that these inequities in both female anxiety disorders and

inadequate physical activity for teenagers in low socioeconomic areas can be positively

influenced within the education system. Recommendations discussed can all have a holistic

approach with the educational system, so it allows for more positive health outcomes across

the entire Australian adolescent population. From a governments perspective the issues

should be approached as early as possible in a person’s life cycle. If children and teenagers

are educated to live healthier lifestyles from a young age it allows for positive health

outcomes as they become adults.

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References
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B6CA2584000082EA7D/$File/FINAL%20National%20Action%20Plan%20for%20the

%20Health%20of%20Children%20and%20Young%20People%202020-2030.pdf

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activity-teens

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