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An Epidemic in Education

Sheer excitement. The intense but silent energy filled the classroom on the last day of

school. The day full of yearbooks and goodbyes would be over and summer would begin. The

end of school and the start of summer is a staple memory for most kids. These institutions were

supposed to nurture our creativity and foster our growth so why have we, the students, come to

dread school?

My academic journey would fail to give an adequate glimpse into certain academic

struggles some of my classmates suffer from. However, something that no student escapes from

is the mental stress of school. This is a fact I know all too well. When I was young, I was

awkward and shy. I did not know how to connect to people my age. But one thing I found

comfort in was knowledge. By learning and knowing more than everyone I was filling a void.

Because of this, being smart became my ‘thing’. I did not realize the immense pressure of being

‘smart’ until after my social skills caught up. Being ‘smart’ has become my defining trait. I had

friends who were seen as actors, athletes, or just funny but I would be labeled the smart one.

While I had no issues with this trait, it did mean one thing: I had to be the smart one no matter

what. This meant I had to take the hardest classes and I had to get the highest grades and I had to

do x,y, and z to prove that I was so smart, just like everyone thought I was. In this journey to

remain important to myself, I had created a toxic, detrimental relationship between myself and

the school. School had become a microcosm for my life; when I did badly in school things went

bad in my life. My mental health was hostage to the validation and scrutiny of the education

system because it had been drilled into me that academics mattered and that they were important.

Intense circumstances combined with the exorbitant expectations for students nowadays makes

school a demanding pursuit for anyone. It is not just the kids with struggling grades or the kids
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that sleep in class that are suffering. It is also the kids that seem ecstatic in your class but drop

that mask the second they get home or the kid that has 3 hours of practice, then work, then

homework for all of their classes. The mental health struggle among students is not an isolated

incident or in a small demographic but it is rather a wide-sweeping crisis that needs to be

addressed. This crisis is what led to my question: What is the relationship between academics

and mental health?

A significant proportion of students struggle with some type of mental health struggle

that impairs their learning ability. In “When Mental Health Struggles Cause Issues at School”

Vickie McCullough, the Head of School at Idaho Connects Online School notes that “Today, 1 in

5 children have emotional, behavioral, or mental health disorders.” This means that in a

classroom of 30, it is likely at least 6 have some variation of an emotional, behavioral, or mental

health disorder. This means that the classroom is not only ground zero for noticing these mental

health struggles but there also may be a wide spectrum of mental health struggles that need to be

addressed in a class. Alaa Houri, an author for Groves Learning Organization, continues to

dissect the relationship between the classroom and mental health and found that “Collectively,

ADHD, anxiety, and depression are consistently the highest co-occurring diagnoses for our

students with learning disabilities.” It is abundantly clear that a distinct relationship has evolved

between mental health and academics due to the pervasiveness of mental health struggles that

coexist with learning disabilities. These students with both mental health struggles and learning

disabilities (a common duo) are at much higher risk to face academic challenges and struggle

academically. When talking about managing and supporting students with mental health

struggles with Ms. Finn, the guidance counselor at Walnut Acres Elementary, she said, “It’s

almost impossible to give them the support they need. And so there’s a good chunk of kids who
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are going to be fine no matter what. But there are more and more kids… who have a need for

individualized attention” The point Ms. Finn was emphasizing was because these mental health

struggles are becoming so omnipresent in the classroom more and more kids need specialized

and individual attention. Schools fall short of addressing the full scope of their student’s mental

health needs.

Schools unilaterally fail to address the mental health struggles of their students. This

failure is not in one class or grade level but rather there is a lack of systemic support for students

who may be struggling. The lack of support for those struggling can be profound. In fact, The

Association for Children’s Mental Health found that “Nationally, only 40 percent of students

with emotional, behavioral and mental health disorders graduate from high school, compared to

the national average of 76 percent; and, Over 50% of students with emotional and behavioral

disabilities ages 14 and older, drop out of high school. This is the highest dropout rate of any

disability group!” (“Problems at School). This demonstrates how those that struggle with mental

health issues are disproportionately affected by the inadequacies of the education system which

inadvertently highlights how the modern education system is not geared to support those with

mental health struggles. This is a horrifying reality because by the time a student is 18 (assuming

they start in kindergarten and attend school for 6.5 hours per day during the school year until

senior year), they will have spent almost 15,000 at school. Yet, according to Turnbridge, a

prominent mental health treatment center, “In fact, most youth in the United States — close to 80

percent — who need mental health services do not get them” (Casali). With the sheer amount of

time, students spend at school how is it possible that 80% still go without help? This is possible

because schools are not equipped and educated enough to deal with the complex and dynamic

mental health issues modern students face. However, while research is valuable hands-on
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experience is unmatched. That is why a personal interview with Ms. Finn, the guidance

counselor at Walnut Acres Elementary, was conducted. In this interview, Ms. Finn said, “What

the teacher can do to support a student who may be struggling with mental health is so much

more significant with just fewer kids.” Class sizes are something a school can control to some

extent. There are positive effects for both the students and the teacher when class sizes are

smaller. Yet schools fail to take this obvious measure further demonstrating how supporting

mental health is not yet integrated into the education system.

The environment created by the education system can exacerbate mental health struggles

instead of supporting them. This is behind simple neglect of the issue but rather triggering it. But

this environment is not just limited to schools with little funding or schools with teachers that

aren’t paid enough but rather a pervasive issue deeply embedded in the education system. While

examining the relationship between school and mental illness in his article for Turnbridge Casali

stated, “students in “high-achieving schools” (who commonly grow up in affluent families) are

equally at risk of developing behavioral and mental health problems as those living in foster care

or poverty, those with incarcerated parents, and recent immigrants.” Children’s home life is not

as significant as a school in the development of behavioral and mental health problems. There

are a variety of factors that can cause mental health struggles yet school is consistently found to

be the most significant. However, the modern education system is not set up for the long-term

success of its students because “mental health disorders can also be the end product of persistent

feelings of failure and low self-esteem related to academic challenges” (Houri). The academic

challenges that students face are so intense that they amplify or even cause mental health

disorders in students. Students with learning disabilities can develop mental health issues due to

the academic struggles they face. However, students with learning disabilities are not the only
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ones plagued with mental health issues. The intensely competitive college culture in modern high

schools has had profound effects on mental health. This culture creates an environment that

causes extreme stress, anxiety, and other mental health disorders among students, simply to get

into a good college. Kindbridge Behavioral Health found that “Students who perceived their

classroom environments to be very competitive had 37% higher odds of depression and 69%

higher odds of anxiety” (“Academic Competition and Mental Health”). Getting into a top college

is now seen as a necessity to many teenagers in the United States. This leads to them taking

harder classes and subjecting themselves to an insane degree of academic rigor just to get into a

college. And schools not only allow this but promote it. This issue has grown so bad that kids in

these competitive classes are suffering from mental health disorders at a higher rate. This shows

that schools are not only failing to address mental health issues but they are making them worse

too. In 2021 a study was conducted to examine “The Effects of School Culture on Student

Academic Achievement” which found that 42% of students study simply because of the

competitive environment of the school (Bayer). This means that 4 out of 10 students study

simply because the competitive environment of school makes it a necessity. These kids are no

longer studying to increase their depth of knowledge and understanding but now they are

studying simply to meet the exorbitant expectations set by the education system. One student

from this study even stated “‘if I am not studying while everyone is studying, that will make me

uncomfortable. As we talk about achievement and as our school is a very successful school with

its students, I have been affected many times like I also should study, I should do better’”

(Bayer). Students are feeling inadequate simply because they are not studying. While studying is

a necessary part of education the expectations to study and do well should not be so extreme that

students should think they need to be better if they are not studying. This demonstrates that not
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only are schools neglecting the mental health needs of their students but they are actively

contributing to them as well.

Schools are not identifying and addressing these mental health struggles early on

consequently, children are more susceptible to both negative short-term and long-term effects. A

large population at any school suffers from various types of mental health issues that are

neglected and further magnified by the academic stress schools place on students. These mental

health issues can have negative effects if not addressed: “Left unmet, mental health problems are

linked to costly negative outcomes such as academic and behavior problems, dropping out, and

delinquency. Mental and behavioral health problems not only affect students’ short-term

classroom engagement but also interfere with long-term development of positive relationships

and work-related skills” (“Problems at School”). Mental health problems can seriously affect

one’s life and when not treated right or addressed can cause massive issues. Yet, In

McCullough’s article, she says, “The disruptions and distractions of a mental, emotional, or

behavioral issue can make it nearly impossible for some children and teens to stay on track

academically.” Mental health struggles cause can negatively harm children's academic future due

to the school's lack of support for these struggles. In a job market where 90% of workers have a

high school diploma falling behind academically can alter one’s future. Despite the negative

effects of untreated mental health disorders the Association of Children’s Mental health found

that “Early detection and intervention strategies work. They can help improve resilience and the

ability to succeed in school & life.”Mental health disorders can negatively impact one’s life. If

left untreated. This means they can be treated. They may not be curable but they can be treated in

ways that can allow people to not let their struggles hold them back in life.
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Those struggling with mental health issues should not have to struggle and the education

system can alleviate these struggles by using researched and effective measures. One way that

schools can help students is by increasing access to helpful resources like school psychologists:

“School psychologists have specialized training in child development, mental health, learning,

diversity, culturally responsive services, and school systems and law. Their unique expertise lies

in how these elements interact to shape children’s behavior, learning, and overall adjustment”

(“Comprehensive School-Based Mental and Behavioral Health Services and School

Psychologists”). This shows how school psychologists are in a unique position to be extremely

effective in dealing with the mental health struggles of the youth in school. Thus increasing

access to them would be majorly beneficial to students and would build a better relationship

between the student and the school. Those with mental health struggles can succeed in school if

given the right tools. In fact, The Association for Children’s Mental Health said “Children with

mental health needs often need a variety of types of supports in school for them to be successful.

For example, a child with hyperactivity may benefit from working some activity into their daily

classroom routine. A child with Oppositional Defiant Disorder might benefit from their teachers

being trained to interact with them in a certain way.”This demonstrates how ultimately what

schools need is patience. Children struggling with mental health need a wide spectrum of

support. However, by educating teachers and incorporating small things into the system to

support them, like more activity for a student with hyperactivity, the education system can foster

a better relationship with mental health. In the face of this mental health epidemic, the education

system can be so much more than its current status. In Nadia Ghaffari’s article “5 Ways Schools

Can Support Student Mental Health” she examines ways schools can be the frontline in

combating mental health and proposes some great ideas such as “This on-campus wellness center
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serves as a place where students can go for a variety of activities, such as having a simple

conversation with a peer, connecting with a professional, learning about self-care, drinking tea,

doodling in coloring books, resting, or meditating.” A wellness center is a physical place that

schools can create and maintain to show a commitment to students' mental health. Inside this

center can be all types of resources that students need to not only address their mental health

struggles but also live with them. The message that schools would send with facilities like these

would also help destigmatize mental health and repair the relationship between mental health and

academics.

It is evident there is a detrimental relationship between school and mental health. A

variety of factors have led to this epidemic in education. But those factors do not matter. What

does matter is the ability to change it. Yes, 60% of college students have some type of mental

illness. But Of the small percentage of students that do get help nearly 2/3rds get help only in

school, demonstrating how schools are in a key position to help. And they need to help. The

stigma surrounding mental health has allowed this epidemic to grow silently and now its sheer

magnitude is almost overwhelming. Students in classrooms around the country are sitting there

buzzing, waiting for that final bell to ring. Yet that final bell of the longest day of the year only

marks the 100th day. The next day would then be the longest day of the year. School should not

hold a distressing place in students' minds. Famous singer BB King realized the immeasurable

value of education when he said “Education is the most powerful weapon you can use to change

the world.” Education is an immensely powerful tool yet the education system has lost sight of

its true purpose: education students. The modern school force feeds its students knowledge rather

than focusing on education. This can promote mental health issues and exacerbate existing ones.

Right now schools have a very negative relationship with mental health. However, schools are in
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a unique position to be extremely effective in combating the mental health epidemic and it is

their duty to do so for the sake of their students.

Works Cited

“Academic Competition and Mental Health Issues.” Behavioral Health Services with

Kindbridge, 24 Oct. 2022,

https://kindbridge.com/mental-health/academic-competition-and-mental-health-issues/#:~

:text=Academic%20Competition%20and%20Anxiety%20and%20Depression&text=Stud

ents%20who%20perceived%20their%20classroom,69%25%20higher%20odds%20of%2

0anxiety.

Bayer, Adem. The Effects of School Culture on Students Academic Achievements. International

Journal of Education, https://files.eric.ed.gov/fulltext/EJ1300860.pdf.

Casali, Mark. “Does School Cause Mental Illness?: School & Mental Health.” Turnbridge, 22

Sept. 2022,

https://www.turnbridge.com/news-events/latest-articles/does-school-cause-mental-illness/

“Comprehensive School-Based Mental and Behavioral Health Services and School

Psychologists.” National Association of School Psychologists (NASP),

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-an
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d-behavioral-health/additional-resources/comprehensive-school-based-mental-and-behavi

oral-health-services-and-school-psychologists.

Finn, Joanne. Personal Interview. March 8 2023.

Ghaffari, Nadia. “5 Ways Schools Can Support Student Mental Health.” Drug Rehab Options, 5

Oct. 2022, https://rehabs.com/pro-talk/5-ways-schools-support-student-mental-health/.

McCullough, Vickie. “High School Student Mental Health: Idaho Connect Online Schools.”

ICON School, Icon Connect Online School, 15 Mar. 2023,

https://www.iconschool.org/blog/when-mental-health-struggles-cause-struggles-at-school

Houri, Alaa. “The Connection between Mental Health and Academic Success.” GLO - Groves

Learning Organization, 31 Oct. 2022,

https://www.groveslearning.org/connection-between-mental-health-academic-success/.

“Problems at School: Association for Children's Mental Health.” ACMH, 10 Mar. 2019,

https://www.acmh-mi.org/get-help/navigating/problems-at-school/.
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