The U.S Department of Education just approved
The American Rescue Plan which will provide funding to help support students attending K-12 schools. The funds provided by The American Rescue Plan are intended for the safe operation of schools and the ability to provide opportunities for students most affected by COVID-19.
Dr. Chinye Azuh is a psychiatrist in Michigan who advocates extensively for increasing mental health resources in school districts and lessening the stigma of mental illness among students and parents. Below, Dr. Azuh reports on some of the national efforts to address these concerns.
The COVID-19 pandemic exacerbated the increasing need for mental health services in schools. Over a year of isolation, quarantine, stress, and adversity led to a spike in mental health related emergency department visits in children younger than 18 years old.
Eliminating barriers to access is even more important for young people of color, Indigenous youth, and LGBTQ+ youth, and children with disabilities who are often unable to access mental health care services.
Dr. Chinye Azuh says schools have a responsibility of catching the warning signs that students are in a crisis. The plans supported by the new government relief fund are essential in reconceptualizing how mental health services on school campuses are structured and used.
Biden Administration Seeks to Implement a Realistic Plan
The Biden Administration developed the Return to School Roadmap to provide resources and support to students, parents, educators, and school communities to prepare for a continued safe return to on-campus learning.
Dr. Chinye Azuh explains that the goal of this roadmap is to provide all students with a safe opportunity to return to in-person learning. The second step of the plan prioritizes the social, emotional, and mental health needs of students.
Many children are struggling with mental health challenges that will interfere with their ability to learn and participate, which may be misunderstood by teachers. Children may not be able to achieve expectations or guidelines implemented by school policies as they struggle to adjust to the “new normal” of their lives.
School departments should implement solutions to barriers provided in the plan by prioritizing the wellness of everyone on campus and reducing stigmatization of mental health problems. The key to implanting a realistic plan is through mental health literacy and access to evidence-based prevention practices.
Education is a long-term investment that requires a structure capable of being adapted to our consistently changing society. A new plan that integrates prevention and intervention into school guidelines has a higher chance of success than schools that use this as a direct reaction to COVID-19 without addressing the underperformance in assisting students in their mental health care needs before the pandemic.
Creating Successful Open Door Policies
The
open door policy
is not a new concept. According to Dr. Chinye Azuh, open door policies have been implemented in school districts for years, but their intended purpose can become muddled in poor structuring.
A school with an open door policy implies that teachers are approachable and available to give support and feedback at any given time during and after school hours. But advertising a consistent availability to students without any emphasis on what help teachers can provide can be counterproductive.
Making a distinction with students about why open-door policies are offered and what purpose they serve, in contrast to services provided by counselors on campus, will help students decide what resources they need.
Dr. Chinye Azuh says the mental health of teachers and staff is often overlooked because the focus is on providing mental health services for students. Teachers are unable to provide the answers to all student problems but with proper delegation, they can direct students to more qualified staff members on site.
Having easily accessible resources for students of all ages and grade levels will make it easier for them to seek out the right staff member on campus for their problem and prevents teachers from being overwhelmed.
Hiring the Appropriate Staff
These relief funds are encouraged to be used by school districts to hire more counselors, psychologists, and nurses to support the physical and emotional needs of students on campus. Having the necessary amount of trained mental health professionals on campus reduces understaffing and distressed students, according to Dr. Azuh.
State education departments are taking this as an opportunity to not only hire the necessary professionals, but to provide wraparound mental health services that branch out support to the families. The presence of counselors, psychologists, and social workers provides access to therapy for students who cannot afford it.
Other teachers and staff will be better prepared with more than a simple trauma training session they attend once. Mental health experts on campus can continue to work with teachers and offer insight to particular students to ensure their needs are being met over the school year.
Dr. Chinye Azuh explains the mental health system can be difficult for staff members and families to navigate. Staff members or parents can also seek assistance from counselors and social workers on campus to give them the tools necessary to meet the needs of their students and children.
Bottom Line
The education system across the nation has the opportunity to provide resources and professionals that vocally advocate for and offer mental health services to destigmatize the experiences of students who are struggling with their mental health. These relief plans and funds can positively change the way student mental health is viewed and supported in the classroom.
