Throughout childhood and adolescence, mental wellbeing fluctuates. How children interact with these changes relies on what they’ve been taught about how to manage and understand their emotions.
From as young as four, children are already connecting with their feelings but may not have the words or understanding to manage what is happening in their bodies and thoughts. As they grow, they are navigating hormonal, biological and physiological changes. Children are not expected to know how or why these changes affect their moods. Educating teachers, parents, guardians and caregivers to support the mental wellbeing of the children in their care can ensure the guidance and tools offered to children can make a difference throughout their formative years.
Researchers following the trends and patterns of childhood mental health in Ireland through the Growing Up in Ireland study – a joint project of the Department of Children, Equality, Disability, Integration and Youth and the Central Statistics Office – showed a link between childhood mental health problems and their quality of life as young adults. One in five school-aged children in Ireland experience mental health difficulties, with many suffering in silence. There are many factors influencing children’s mental health, including social isolation, financial difficulties, abuse, violence, poverty, homelessness, parental substance abuse, and intergenerational patterns of parental mental health, which highlight the benefit for designated mental health programmes in primary schools. It’s important to prioritise children and young people’s mental health from an early age to support those future young adults.
Engaging children in understanding and appreciating their wellbeing falls under the social, personal and health education (SPHE) programme – a curriculum for children from junior infants to sixth class that covers a broad range of concerns. The programme “promotes intrapersonal development by helping children to recognise, understand and accept themselves as unique individuals who feel valued and loved”.
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The SPHE programme is taught through play, discussions and critical reflection – though the curriculum could go farther to support children in their understanding of their emotions and mental wellbeing. A Department of Education drive for teachers to focus on mental wellbeing does not account for the lack of time, resources and mental health literacy that impedes the teaching of mental wellbeing education in primary schools.
The SPHE programme, while balanced, is also broad. Teachers choose elements from each of the three strands of the programme – Myself, Myself and Others, Myself and the Wider World. Clear objectives are outlined for teachers who often have to source class material themselves to adequately deliver the programme. A specific mental health programme at primary level from junior infants to sixth class is surely necessary as a stand-alone part of the curriculum.
External programmes, beyond the resources available from the Department of Education, are aimed at delivering mental health education to complement the SPHE programme with specific mental health, wellbeing and resilience elements.
Based on positive psychology, the Weaving Wellbeing and Welcome to Wellbeing programme of workbooks are designed to enhance children’s wellbeing across a variety of aspects such as social, emotional, spiritual, physical and mental. “Empowering children with skills and strategies to help them understand, explore and support their own mental health and wellbeing is vital, and the earlier we start, the better,” says Fiona Forman, author of those wellbeing programmes. “These are evidence-based SPHE programmes underpinned by positive psychology, which is the science of wellbeing. There is a programme for each class level from junior infants to sixth class, so the concepts and skills can become consolidated and embedded over the course of the child’s time in primary school.”
These resources offer a comprehensive, “cohesive approach and a common language for discussing mental health and wellbeing”.
Not-for-profit Children’s Mental Wellbeing offer online fee-based modules and courses for parents, guardians, carers and teachers, in an effort to make “mental health education accessible to all”.
While those programmes and resources have to be paid for, Jigsaw, the youth mental health organisation, offer teachers an accessible, self-directed four-module course upon registering with each module, taking approximately 40 minutes to complete. The Promoting and Supporting Mental Health and Wellbeing in Schools course aims to increase teacher knowledge and understanding about youth mental health and enhance their confidence in delivering mental health and wellbeing education in the classroom. Additionally, the A Lust for Life school programme is cost-free, with a strong uptake among the school community.
“We want every child in Ireland to have access to these programmes and for cost not to be a barrier for schools,” says Bernie Keogh, managing director of A Lust for Life. The Schools Programme offered by A Lust for Life is an opt-in programme, with teachers accessing resources through registration. Access is then provided to a 10-week teacher-led programme that aims to build resilience, increase wellbeing and enhance the emotional literacy of junior infants to sixth-class schoolchildren.
“Our qualitative research tells us that these programmes bring the class together,” says Keogh. “They create better awareness among the children of themselves and of each other, increasing empathy and compassion, and increased emotional literacy that opens children to talking about feelings. It makes it normal.”
Teachers are at the front end of supporting children in their education, wellbeing and safety. Much is asked of them as they witness a rise in anxiety and neurological mental health concerns. There is no expectation for teachers to be versed in psychology. What is needed is governmental guidance, support and funding to adequately deliver programmes that give children the best opportunity for a future of positive mental health.
“You’re definitely going to find teachers that are more comfortable with delivering these kinds of programmes,” says Keogh. “We also find that teachers who work with the programme, then recruit other teachers in the school or community. My view is that we need to advocate for programmes like this to be part of the curriculum.”
All schools have a different way of supporting the mental health needs of their children. A whole-school approach is necessary to continually educate and support children throughout their primary education and a growing prevalence of issues. A determination to ensure discussing mental health becomes the norm will work towards breaking the stigma surrounding mental health, adequately recognising childhood mental health concerns and supporting teachers in meeting the wellbeing needs of students.
Generational health
- Part 1: Youth mental health and stigma
- Part 2: Mental health and young adults
