Mental Health 101: How educators can spot the warning signs

August 1, 2024, 14:25 , 14:25 by

Three students sit at a desk on their laptops

Concerns about youth mental health have reached crisis levels – in one recent survey, 20% of Canadians between the ages of 12 and 25 reported experiencing poor or bad mental health conditions. As society aims to combat this crisis, educators play a critical role in identifying signs of mental distress in the school community.

By staying attuned to students' mental well-being, educators can be instrumental in backstopping early intervention and facilitating timely support.

Do you know what to look for and how to leverage mental health staff and other resources? Read on for a refresher to ensure you’re prepared to connect students with the support they need.

Educators’ unique role in observing mental health challenges

Students spend a significant portion of their time in school, making educators ideally positioned to observe changes in behaviour, academic performance and social interactions that may indicate underlying mental health concerns. Because educators have routine and extended interaction with students, they may notice subtle shifts in mood, engagement or conduct that might otherwise go undetected.

This proximity enables educators to serve as an “early warning system,” potentially identifying student mental health issues before they escalate. Schools and districts are increasingly clarifying this role as fundamental to the job.

As one example, the Council of the Ontario College of Teachers has approved a professional advisory on supporting students’ mental health that says, in part, “The responsibility of [Ontario Certified Teachers] OCTs to support students’ mental health stems not only from the profession’s ethical and practice standards but from statutes, regulations, school board and employer policies, professional workplace standards and common law.”

Mental health warning signs to watch for

Because educators are routinely around large groups of kids, they have a unique opportunity to compare a student's behaviour and performance to that of their peers, providing a broader context for identifying potential issues in a way that families may be unable to.

Watch for the following red flags, as they could indicate a potential mental health issue:

Changes in academic performance: Sudden decline in grades; incomplete assignments; lack of participation; difficulty concentrating.
Behavioural changes: Increased absences or tardiness; disruptive behaviour or outbursts; withdrawal from class discussions or group activities; isolation from peers; difficulty working in groups.
Physical symptoms: Frequent complaints of headaches or stomach aches; visible signs of self-harm or neglect; changes in energy levels or sleeping during class.
Emotional indicators: Mood swings or irritability; lack of motivation; apathy toward previously enjoyed activities.

By watching for these behaviours, educators can be on the front lines for early identification of potential mental health concerns, allowing for timely intervention and support.

Tapping mental health resources

Wondering if an issue is concerning enough to pursue additional support? Intervene immediately if there are any signs of self-harm, suicidal ideation or risk to others. Otherwise, watch for persistent changes in behaviour, performance or mood that last more than a week or two, or that have a significant impact on a student's academic performance or social interactions.

If there’s a particular concern at any of these stages, don’t hesitate to report what you’re noticing to the mental health professionals in your school or district and ask for their guidance on what to do next.

Take an active role

Your school or district likely has a defined process for how to address mental health concerns among students, so follow those steps when connecting the student with mental health resources. Your school or district’s mental health staff can facilitate assessments to better understand what is affecting the student, and then offer individual counseling or other support based on their unique needs. They also can likely suggest online resources, such as school-approved mental health apps or websites.

School Mental Health Ontario, for example, uses the ONE-CALL approach. ONE-CALL steps are to Observe, Notice, Explore, Connect, Ask, Listen and Link students to the right support, acknowledging that while it’s not educators’ job to diagnose students, educators play a critical role in early identification of mental health issues that can lead to a proper diagnosis.

Learn more about one ONE-CALL approach here: https://smho-smso.ca/online-resources/one-call-desk-reference/.

Educators can also work directly with school mental health staff to communicate with students’ families as mental health concerns are raised and addressed.

Those meetings can be challenging. Here are some tips educators can follow to support both their students and the school mental health professionals to make the most of the conversation with families:

Prepare thoroughly by documenting specific observations and incidents.
Start by highlighting the student's strengths and positive qualities.
Be specific and objective; describe observed behaviours and changes without diagnosing or labeling, and cite concrete examples.
Listen actively by asking open-ended questions to gain more insight and allow the family to share their perspectives and observations.
Offer resources, from school-based support services to external resources.

By approaching the conversation with empathy, professionalism and a focus on the child’s well-being, you can create a supportive partnership with the family to benefit the student.

Share life-saving resources broadly

Canada’s 9-8-8 Suicide Crisis Helpline connects callers to a responder at one of nearly 40 national, local, provincial and territorial crisis lines, who co-deliver the service.

Sharing the 9-8-8 number frequently can help students and their families become aware of this life-saving resource.

Other resources include:

Kids Help Phone: 1-800-668-6868 (phone), 68-68-68 (text) or live chat online.
Canadian Association for Suicide Prevention offers a directory of crisis support resources on its website.

By recognizing signs of potential mental health issues, communicating effectively with support staff and students’ families, and leveraging available resources, educators can make a significant difference in students' lives.

For more resources to help you support your students’ mental health, visit the Pearson Mental Health Resource Centre.