An Australian statistic has revealed that around one in five young Australians suffer from mental health problems such as depression or anxiety every year, in addition to the fact that the Corona pandemic has led to an intensification of mental health problems among young people, according to an report published by the magazine Conversazione.
The report added that Australia has seen decades of investment in early intervention and treatment services and has not reduced rates of depression and anxiety.
This has sparked more interest in what can be done to prevent mental health problems. Schools are ideal environments for prevention because they can be reached by large numbers of students, help develop healthy habits and skills, and benefit from the fact that schools are educational and social environments.
New research, sponsored by Conversation and funded by UK charity Wellcome Trust, suggests that one of the most promising ways to prevent depression and anxiety is to ensure students feel a strong sense of belonging and connection to their school secondary.
“School Relations”
School Connectedness is about how students interact with their peers and teachers and learn in the school environment. Strengthening students’ attachment to school can include things like knowing that teachers support them, having a friend to talk to about their problems, feeling that they can be themselves in school, and that school is a fun place to be and spend time. their time actively participating in school activities. Being attached to school has been linked to better academic achievement and well-being, but it is currently gaining attention as a possible way to protect yourself from depression and anxiety.
Experiences from 3 countries
In the new study, researchers investigated whether school bonding prevents the later onset of depression and anxiety in children aged 14 to 24. The study included a systematic review of 10 years of evidence examining the relationships between school linkage and depression and anxiety.
Five young counselors aged 16 to 21 with lived experience of mental health and/or education system problems in Australia, Indonesia and the Philippines were enrolled in the study.
American and Indian Studies
The results of most studies have revealed that higher levels of connectedness in school predicted lower levels of depression and anxiety later on. For example, a US study of nearly 10,000 students found that higher levels of self-reported school connectedness included questions asked of students “Do you feel part of your school” and whether “the teachers at school treat you fairly.” It was found that there was a reduction in self-reported depressive symptoms and that the positive effect occurred later in high school and persisted into early adulthood, even accounting for prior depressive symptoms.
Another study examined the effect of a whole-school health promotion program on more than 5,000 secondary school students in India. The program has encouraged supportive relationships among members of the school community, increased school membership, increased participation in school activities, and improved social skills among students. The study results reported a decrease in depressive symptoms after 17 months.
Interestingly, one study reported that higher levels of attachment to school led to higher levels of internalized distress. But the youth counselors noted in the Conversation study that sometimes feeling more connected to school, with higher expectations from teachers and pressure to perform, can increase anxiety in some students.
A key role for teachers
Existing research shows that there are many “little things” teachers can do throughout the day in their normal interactions with students to improve school bonding, including actively listening to students, being there for them, communicating with them, supporting them, and encourage them in their school work even if they perform below expectations Sympathize with the students’ difficulties and treat students in a humane way.
Students are also more likely to ask for help with their learning when teachers greet them, talk to them, take an interest in what they are doing, and show that they are proud of them.
At the same time, students must be able to express their identity confidently and easily express their problems or difficulties.
The researchers said the Corona pandemic and the restrictions that have led to school closures and distance learning have shown a different appreciation of the importance of schools for mental health and well-being.
