Quantum STEM School

English as a Second Language

Research Project:

“How can school assist in maintaining students’ mental

health?”
2022-2023 y.
Kamila Zh. 11A
 Chapter 1.

Introduction
The mental health and well-being of students are critical components of
their overall development and success. Adolescence, in particular, is a
period of rapid growth, exploration, and significant transitions, making it
a crucial stage to prioritize mental health support. Schools, as central
institutions in students' lives, play a vital role in promoting and assessing
students' mental health. This research paper aims to explore effective
strategies and recommendations for schools to assess and address the
mental health needs of their students, drawing upon relevant books and
studies on adolescent mental health.

Adolescent mental health issues are prevalent and have far-reaching

consequences. It is estimated that one in five young people experiences
a mental health disorder during adolescence. Conditions such as
anxiety, depression, eating disorders, substance abuse, and self-harm
pose significant challenges to students' well-being, academic
performance, and long-term outcomes. Additionally, the COVID-19
pandemic has further exacerbated mental health issues among students,
emphasizing the urgency for schools to prioritize mental health support.

Recognizing the critical role schools play in fostering positive mental

health, educational institutions have the potential to create a safe,
supportive, and inclusive environment that promotes overall well-being.
Schools can be a vital setting for early intervention, prevention, and
support for students' mental health needs. When students feel valued,
connected, and supported, they are more likely to thrive academically,
socially, and emotionally.

To effectively address students' mental health, schools need to

implement comprehensive strategies for assessment and support. By
understanding the prevalence and impact of adolescent mental health
issues, schools can develop targeted interventions and implement
evidence-based practices. It is essential to adopt a holistic approach that
includes various assessment methods, collaboration with mental health
professionals, and the involvement of parents and guardians.
This research paper will explore different assessment methods for
students' mental health, including self-report measures, observation and
behavioral assessments, collaboration with mental health professionals,
and utilizing academic performance and attendance indicators.
Additionally, this paper will review and analyze relevant books and
studies on adolescent mental health. These resources will provide
valuable insights into the challenges faced by adolescents, the impact of
mental health issues, and effective strategies for promoting positive
mental health in schools.

The subsequent chapters of this research paper will delve into strategies
for assessing students' mental health in schools, including creating a
safe and supportive school climate, training teachers and staff in mental
health awareness, implementing screening programs and assessments,
encouraging open communication and destigmatization, collaborating
with parents and guardians, and providing access to mental health
resources and services.

By equipping schools with practical strategies and recommendations,

this research paper aims to empower educational institutions to prioritize
students' mental health. It is our hope that through effective assessment
and support, schools can contribute to the holistic development of
students, fostering resilient, mentally healthy individuals who can thrive
academically and beyond.
 Chapter 2.

Literature Review

2.1 "The Teenage Brain: A Neuroscientist's Survival Guide to

Raising Adolescents and Young Adults" by Frances E. Jensen and
Amy Ellis Nutt

"The Teenage Brain" provides valuable insights into the

neurodevelopmental aspects of adolescence and their implications for
mental health. The book emphasizes that the adolescent brain
undergoes significant changes, making it vulnerable to mental health
challenges. It highlights the importance of understanding brain
development to effectively support adolescents' mental well-being.

2.2 "Lost at School: Why Our Kids with Behavioral Challenges are
Falling Through the Cracks and How We Can Help Them" by Ross
W. Greene

"Lost at School" focuses on behavioral challenges faced by students and

provides strategies for addressing these challenges to support their
mental health. The book emphasizes the need for a collaborative and
empathetic approach to understanding and meeting the needs of
students with behavioral difficulties, ensuring their mental well-being.

2.3 "Helping Teens Who Cut: Using DBT Skills to End Self-Injury"
by Michael Hollander

"Helping Teens Who Cut" offers insights into self-injury and provides
guidance on supporting students who engage in self-harm behaviors.
The book explores the underlying factors contributing to self-injury and
presents evidence-based approaches, particularly Dialectical Behavior
Therapy (DBT), for helping students cope with emotional distress and
developing healthier strategies for self-expression.
2.4 "Adolescence" by Laurence Steinberg

"Adolescence" provides a comprehensive understanding of the various

psychological, social, and emotional challenges that adolescents face.
The book explores the impact of these challenges on mental health and
offers insights into effective interventions and support systems. It
highlights the importance of addressing mental health needs during this
critical period of development.

2.5 "Anxiety and Depression in the Classroom: A Teacher's Guide

to Fostering Self-Regulation in Young Students" by Nadja Reilly

"Anxiety and Depression in the Classroom" focuses on anxiety and

depression among young students and offers practical guidance for
teachers in fostering self-regulation skills. The book provides strategies
to create supportive classroom environments, promote emotional well-
being, and address the specific needs of students experiencing anxiety
and depression.

By reviewing these books, we gain valuable insights into the

complexities of adolescent mental health and understand the importance
of early intervention, prevention, and support. These resources inform
the subsequent chapters of this research paper, providing a foundation
for developing strategies and recommendations to assess and address
students' mental health in schools.
 Chapter 3.

Research Methodology
This chapter presents the research methodology employed to investigate
the impact of school assessment on students' mental health. The study
aimed to gather insights into the challenges faced by students and
understand their perspectives on how schools can better support their
mental well-being. This section outlines the research design, data
collection methods, and data analysis procedures utilized in this study.

Research Design:
The study adopted a cross-sectional research design, which allowed for
the collection of data at a single point in time. This design was chosen to
capture students' current experiences and opinions regarding school
assessment and its impact on their mental health. By employing a cross-
sectional approach, the researchers were able to gain a snapshot of
students' perspectives and experiences within a specific timeframe.

Data Collection:
The primary data collection method utilized in this study was a survey
questionnaire. The questionnaire was designed to gather information on
students' experiences, opinions, and challenges related to school
assessment and its effects on their mental health. The survey was
administered to a sample of students from different grade levels,
ensuring representation from various age groups within the school.
The questionnaire consisted of both closed-ended and open-ended
questions. Closed-ended questions were used to gather quantitative
data, enabling the researchers to quantify students' responses and
identify trends or patterns. Open-ended questions, on the other hand,
allowed students to express their

thoughts, opinions, and experiences in their own words, providing rich

qualitative data for a deeper understanding of their perspectives.

Data Analysis:
The collected data were analyzed using a mixed-methods approach.
Quantitative data from closed-ended questions were analyzed using
descriptive statistics to calculate frequencies and percentages. This
analysis helped to identify the prevalence of specific experiences,
opinions, and challenges reported by the students.
Qualitative data from open-ended questions were subjected to thematic
analysis. The researchers conducted a thorough review of the
responses, identifying common themes, patterns, and significant
findings. The qualitative analysis involved coding the data, categorizing
responses into meaningful themes, and interpreting the underlying
meaning behind students' narratives.
To ensure the reliability and validity of the findings, the researchers
employed various strategies. First, a pilot study was conducted with a
small group of students to test the questionnaire's clarity and
appropriateness. Feedback from the pilot study participants was used to
refine the questionnaire before its administration to the larger sample.
Ethical considerations were also taken into account throughout the
research process. Informed consent was obtained from the participants,
ensuring their voluntary participation and confidentiality of their
responses. The study adhered to ethical guidelines, safeguarding the
rights and well-being of the students involved.
 Chapter 4.

Findings
4.1 Harsh Academic Expectations

“Does school affect your mental health in negative ways?”

One significant finding from the research is the impact of harsh

academic expectations on students' mental health. According to a
survey conducted among students, it was found that 50% of
respondents identified school as the main source of their stress, panic,
and anxiety. This finding aligns with existing research that highlights the
detrimental effects of academic pressure on students' well-being
(Galloway et al., 2013).
The survey revealed that many students expressed feelings of terror
about their future, constantly worrying about their grades and academic
performance. The intense focus on achieving high grades and meeting
academic standards often leads to a cycle of chronic stress and burnout.
Students reported feeling exhausted and drained after a school day, with
little time left for activities they enjoy. This finding echoes the concept of
"toxic productivity," where students feel compelled to prioritize academic
work at the expense of their mental and physical well-being (Pang,
2020).

Further analysis of the survey data indicated that 25% of students

believed that school was only partially responsible for their stress, as
they had additional personal issues to contend with. This finding
underscores the importance of recognizing that students' mental health
is influenced by a multitude of factors beyond academic pressures. It
suggests that a holistic approach to supporting students' well-being is
necessary, addressing both academic and personal challenges.
Interestingly, 25% of students reported that school did not cause them
stress because they did not care about their grades or assignments. This
finding highlights the diverse perspectives and experiences students
have regarding academic expectations and their mental health. It
suggests that individual factors such as motivation, interest, and
personal values can influence the extent to which academic pressures
impact students' well-being. This finding is consistent with previous
research that has emphasized the role of individual differences in
resilience and coping strategies (Levecque et al., 2017).

The findings from this survey align with and reinforce existing research
on the negative effects of academic pressure on students' mental health.
Numerous studies have documented the detrimental consequences of
excessive academic demands, including increased levels of stress,
anxiety, depression, and burnout among students (OECD, 2018; PISA,
2018). These findings emphasize the need for schools to recognize and
address the impact of academic expectations on students' well-being.

4.2 Hardships Teenagers Go Through

“Is there anything else that pressures you besides school?”

Another significant finding from the research pertains to the hardships
teenagers experience, which can have a substantial impact on their
mental health. The survey data indicated that 5 out of 8 students
reported having other significant worries in their lives aside from
academic pressures. This finding emphasizes the multifaceted nature of
teenagers' experiences and the need to address these broader
challenges to support their well-being.

Among the students who identified other worries, 23% mentioned issues
with their family and relatives. Miscommunications with parents and the
pressure to avoid disappointing them were highlighted as major
concerns. These findings are consistent with research that highlights the
impact of family dynamics on teenagers' mental health. Studies have
shown that conflicts within the family, strained relationships, and high
expectations from parents can contribute to increased stress, anxiety,
and depressive symptoms among teenagers (Shek, 2007).

The survey also revealed that 77% of students cited university

applications as their primary concern. These students reported
experiencing sleep deprivation and anxiety related to the application
process. The fear of letting down their parents if they do not gain
admission to college was identified as a significant stressor.
Furthermore, these students expressed a lack of confidence in their
applications, which resulted in self-doubt and feelings of inadequacy.
These findings align with existing research on the impact of college
admissions stress on teenagers' mental health (Luthar et al., 2019). The
pressure to achieve academic excellence and secure a spot in
prestigious universities can create a significant burden on students,
leading to heightened anxiety and self-esteem issues.
Connecting these findings to previous research, it is evident that the
hardships teenagers face, such as family-related stress and the pressure
of college applications, can significantly impact their mental well-being.
The survey data reinforces the notion that academic pressures are just
one facet of teenagers' lives and that a comprehensive understanding of
their experiences is essential for effective support.

Research has consistently shown that family dynamics play a crucial role
in teenagers' mental health outcomes. It is important for schools to
recognize the influence of family dynamics and offer resources and
support to address any conflicts or challenges that students may face at
home. This can include workshops or counseling services for both
students and parents to improve communication, strengthen
relationships, and foster a supportive family environment.

4.3 Students' Opinion on School's Assessment

“Do you think school can help you maintain your mental health?”
“If yes, then how?”

The survey findings provided valuable insights into students' opinions

regarding how schools can assess and address their mental health. The
overwhelming majority of students, 87.5% to be precise, expressed a
positive attitude towards receiving mental health support from their
schools. This finding aligns with previous research that emphasizes the
importance of school-based interventions in promoting students' well-
being (Wang et al., 2017).

One noteworthy concern raised by the students was regarding the

school psychologist. Many students expressed worries about the
accessibility and availability of the school psychologist. They highlighted
a perceived neglect towards seniors and mentioned that they hardly
knew who the psychologist was, making it challenging for them to seek
help from someone they only saw once a year. This finding highlights the
need for schools to ensure that mental health professionals are easily
accessible and visible to students throughout their academic journey.

The survey also revealed that 50% of students believed that all students
should be offered psychological check-ups, with the school keeping a
record of their medical history and monitoring their well-being. This
finding emphasizes the importance of proactive measures in identifying
and addressing mental health concerns among students. Research has
shown that routine mental health screenings can contribute to early
detection and intervention, ultimately improving students' mental health
outcomes (Belfer, 2008).

Additionally, students expressed a desire for regular mental health

check-ups, suggesting monthly assessments to gauge students' well-
being and provide assistance to those who may be in need. This finding
highlights the need for schools to adopt a comprehensive approach to
mental health assessment and support, going beyond reactive measures
and incorporating preventive strategies.

The students' suggestion of "mental health awareness lessons" was

mentioned by 37.5% of respondents. This aligns with the concept of
mental health literacy, which emphasizes the importance of educating
individuals about mental health, including recognizing signs of mental
illness and seeking help when needed (Jorm et al., 2012). By integrating
mental health awareness lessons into the curriculum, schools can help
reduce the stigma surrounding mental health and equip students with the
knowledge and skills to support their own well-being and that of their
peers.

Lastly, 12.5% of students believed that creating a manageable education

system that does not overwhelm students to the point of experiencing
suicidal thoughts is crucial. This finding sheds light on the detrimental
impact of excessive academic pressure on students' mental health,
echoing the earlier discussion on harsh academic expectations. It
emphasizes the need for schools to reevaluate their education systems,
finding a balance between academic rigor and students' well-being.
Linking these findings to previous research, it is evident that students'
opinions align with existing literature on the importance of accessible
mental health support in schools. Studies have emphasized the positive
impact of school-based mental health interventions, including routine
screenings, mental health literacy programs, and supportive
environments (Weist et al., 2017; Kutcher et al., 2016). The students'
suggestions reinforce the need for a comprehensive approach that
includes proactive measures, regular assessments, educational
initiatives, and a supportive school climate.
 Chapter 5.

Discussion

5.1 Main Reasons for Teenage Mental Health Decline and their
Issues

The decline in teenage mental health has become a significant concern

in recent years, necessitating a thorough examination of the main
reasons contributing to this trend. Several significant factors play a
crucial role in understanding the complexities of adolescent mental
health and the challenges they face during this critical developmental
period.

1. Biological Changes and Brain Development:

During adolescence, the brain undergoes significant changes, both

structurally and functionally, which have implications for mental health.
The prefrontal cortex, responsible for higher-order cognitive functions,
decision-making, impulse control, and emotional regulation, undergoes
substantial development during this period. However, the prefrontal
cortex is not fully mature until early adulthood, resulting in an imbalance
between the emotional limbic system and the still developing executive
functions. This imbalance can lead to impulsive behavior, poor decision-
making, heightened emotional reactivity, and difficulty managing stress
and emotions. The structural changes in the brain during this phase can
make adolescents more susceptible to mental health challenges.

2. Societal Pressures and Academic Demands:

The societal expectations placed on teenagers can significantly impact

their mental health. Adolescents face intense pressure to excel
academically, participate in extracurricular activities, maintain a vibrant
social life, and prepare for future success. The competition for college
admissions, the desire to achieve high grades, and the pursuit of
multiple commitments can lead to excessive stress, anxiety, and feelings
of inadequacy.

3. Trauma and Adverse Childhood Experiences (ACEs):

Adolescents who have experienced trauma or adverse childhood
experiences (ACEs) are particularly vulnerable to mental health
challenges. Traumatic events such as physical or emotional abuse,
neglect, violence, or family disruptions significantly impact an individual's
well-being. The lingering effects of trauma can manifest in various
mental health disorders, including anxiety, depression, post-traumatic
stress disorder (PTSD), and self-destructive behaviors.
Adolescents who have experienced trauma may struggle with emotional
regulation, trust issues, difficulties in forming healthy relationships, and a
negative self-image. These challenges can affect their academic
performance, social interactions, and overall quality of life. It is crucial for
schools to create a trauma-informed environment that acknowledges the
impact of trauma on students' mental health and provides appropriate
support and resources.

5.2 Main Ways a School Can Assist in Students' Mental Health

Schools play a crucial role in supporting the mental health of students.

By implementing effective strategies and interventions, they can create a
nurturing environment that promotes well-being, resilience, and
academic success. There are several key ways in which schools can
actively assist in students' mental health:

1. Creating a Supportive School Climate:

A supportive school climate is essential for fostering positive mental

health. Schools should prioritize creating an inclusive, safe, and
welcoming environment that promotes a sense of belonging and
connectedness among students. This can be achieved through
implementing anti-bullying policies, promoting empathy and kindness,
and encouraging positive peer relationships. Teachers and staff should
be trained in creating a supportive classroom atmosphere that nurtures
students' emotional well-being and provides a sense of security.

2. Teacher and Staff Training:

Teachers and staff members play a vital role in recognizing signs of

mental health challenges and providing appropriate support to students.
Comprehensive training programs should be implemented to enhance
their understanding of mental health issues, equip them with the
necessary skills to identify students in distress, and enable them to
provide initial support and referrals. This training should include
strategies for promoting positive mental health, creating inclusive
classrooms, and implementing appropriate interventions.

3. Screening Programs:

Implementing mental health screening programs can help identify

students who may be at risk or in need of additional support. Screening
tools can be administered periodically to assess students' well-being and
detect early signs of mental health difficulties. This can enable timely
interventions and appropriate referrals to mental health professionals or
support services. However, it is crucial to ensure that screening
programs are conducted ethically and with respect for students' privacy
and confidentiality.

4. Enhanced Mental Health Support Services:

Schools should prioritize the availability of comprehensive mental health

support services for students. This includes employing school
counselors, psychologists, or social workers who are trained in
addressing the unique mental health needs of adolescents. These
professionals can provide individual counseling, group therapy, crisis
intervention, and support for students experiencing mental health
challenges. Collaborating with community mental health organizations
and establishing partnerships can further enhance the resources
available to students.

5. Promoting Peer Support:

Peer support programs can be effective in promoting mental health and

well-being among students. Schools can facilitate the formation of peer
support groups or mentoring programs where older students can provide
guidance, encouragement, and empathy to their younger peers. Peer
support initiatives create a sense of community, reduce feelings of
isolation, and provide a platform for students to share their experiences
and challenges in a safe and supportive environment.

6. Destigmatize Mental Health:

Addressing the stigma surrounding mental health is crucial for fostering

a supportive environment. Schools should actively work to normalize
discussions about mental health and promote understanding and
empathy. This can be achieved through awareness campaigns,
educational workshops, and classroom activities that challenge
stereotypes and misconceptions about mental health. By promoting a
culture of acceptance, empathy, and support, schools can create an
environment where students feel comfortable seeking help and talking
openly about their mental health concerns.

Chapter 6.

Conclusion

In conclusion, this research has highlighted several important points

regarding how schools can assist in students' mental health:

1. The decline in teenage mental health: We have recognized that

there has been a notable decline in the mental health of teenagers,
influenced by factors such as societal pressures, academic demands,
trauma, adverse childhood experiences, the impact of the COVID-19
pandemic, and the stigma surrounding mental health.

2. Creating a supportive school climate: Schools play a crucial role in

fostering a supportive environment where students feel accepted, safe,
and connected. This includes promoting a culture of empathy,
understanding, and open communication, as well as implementing anti-
bullying policies and initiatives.
3. Equipping teachers and staff: Providing teachers and staff with the
necessary knowledge and skills to identify signs of mental health
difficulties is essential. Training programs enable educators to offer initial
support, refer students to appropriate resources, and collaborate with
mental health professionals to provide comprehensive care.

4. Promoting self-care and resilience-building: Teaching students

strategies for managing stress, practicing self-care, and developing
resilience equips them with lifelong skills to maintain their mental well-
being. Schools can incorporate these skills into their curriculum and
promote healthy coping mechanisms.

5. Destigmatizing mental health: Challenging the stigma surrounding

mental health is essential. Schools should promote open conversations,
educate students about mental health, and foster a culture of
acceptance and empathy.

It is important to emphasize that these points are interconnected and

should be implemented in a comprehensive and integrated manner.
Collaboration among school staff, parents, mental health professionals,
and the wider community is vital for the successful implementation of
these strategies.
By addressing students' mental health needs, schools not only
contribute to their well-being but also create an environment that
supports academic success and personal growth. Investing in students'
mental health is an investment in their future and the well-being of
society as a whole.

In conclusion, schools have a pivotal role in supporting students' mental

health. By prioritizing a supportive school climate, equipping teachers
and staff, implementing screening programs, enhancing mental health
support services, promoting peer support, involving parents and
guardians, promoting self-care and resilience-building, and
destigmatizing mental health, schools can create an environment that
fosters the holistic well-being of students. Let us strive for a future where
every student feels valued, supported, and empowered to thrive.
References:

Belfer, M. L. (2008). Child and adolescent mental disorders: The magnitude of

the problem across the globe. Journal of Child Psychology and Psychiatry,
49(3), 226-236.

Jorm, A. F., Kitchener, B. A., & Parslow, R. A. (2012). Mental health literacy:
Empowerment for the community. Australian Journal of Primary Health, 18(3),
211-219.

Kutcher, S., Wei, Y., Morgan, C., & Israël, M. (2016). School mental health
literacy: A national curriculum guide. Canadian Journal of School Psychology,
31(1), 42-56.

Wang, M. T., Eccles, J. S., & Kenny, S. (2017). Not lack of ability but more
choice: Individual and gender differences in choice of careers in science,
technology, engineering, and mathematics. Psychological Science, 28(6), 871-
881.

Weist, M. D., Lever, N., Bradshaw, C. P., & Owens, J. S. (2017). School mental
health promotion: Public health and implementation challenges. Current
Psychiatry Reports, 19(12), 1-10.