Mental health symptoms in school
Everyone feels sad, angry, or anxious at times. For children and teenagers who are navigating both growing independence, as well as adjustment to change in the school setting, the list of stressors can go on and on. Ordinary worries, stress, or sadness may evolve into distress or impairment. This is particularly common throughout the Covid-19 pandemic when isolation, virtual learning, and other stressors simply exacerbate what is already a big transition for students. Just like caring for physical health, mental health should be addressed and supported openly as research trends show evidence of the increase in anxiety, depression, and other mental health concerns in the school setting. According to the National Alliance on Mental Illness, 1 in 6 school aged children experience mental health conditions each year, yet only half may receive any kind of treatment. Undiagnosed or inadequately treated mental health symptoms can significant interfere with a student’s ability to learn and develop relationships in school. However, it is not always easy to detect symptoms. While schools can be a source of stress for students, they are also the frontline of early detection and ongoing support for mental health.
What are Neurodevelopmental Disorders?
Today’s post will highlight additional classifications in special education, but more importantly signs and symptoms of how Neurodevelopmental Disorders may present themselves in home and school. Let’s break it down- “Neuro,” means brain and “developmental” indicates manifestation in a child’s early growing years. A “disorder” simply means that the symptoms are significantly impairing some aspect of a child’s ability to function in their environment. Neurodevelopmental Disorders are diagnoses that occur within a child’s early developmental period and they can impact thinking, communication, behavior, motor, or other developmental skills due to differences in the brain. Why is this important? Students with Neurodevelopmental Disorders can be challenged with weaknesses in attention, memory, behavior, social engagement, speech, or other skills that are observed as behavior or learning challenges when they transition to mainstream education. Similar to how weaknesses in these areas may impact us at work or in day-to-day activities, children will also struggle with aspects of functioning in their “job” of learning in school. Therefore, even though symptoms are likely evident prior to school entrance (and may be diagnosed at this time), they are recognized most often as a child enters the structured and mainstreamed school setting as this is where impairment in their functioning becomes most apparent.
What is a Specific Learning Disability?
It is not unusual to have a child struggle with a specific topic or subject from time to time. This in itself does not mean they have a learning disability. Children with learning disabilities struggle with a specific set of skills, even when their overall intelligence or other aspects of functioning are not affected. Learning disabilities are a result of brain based differences that make some subjects or school-based activities difficult for children if they do not have accommodations. Children with a learning disability may feel frustrated they cannot complete tasks despite their hard work and you may see hopelessness, behavioral outbursts, withdrawal, or negative perceptions of school develop over time if undetected. Eligibility requirements in determining whether your child can be classified as having a Specific Learning Disability may differ by state, however, in the state of North Carolina a Specific Learning Disability is generally defined as the following.