Imagine a teenager, burdened with the weight of academic expectations, struggling to navigate complex social relationships, and grappling with a sense of isolation.
In a country such as ours, where academic excellence is highly valued, what happens when the pursuit of perfection comes at the cost of mental health. Our schools are wrestling with a rising tide of mental health issues among students, prompting urgent calls for change.
The disturbing trend we have witnessed in recent years: a rise in cases of students exhibiting symptoms of mental health issues, often manifesting in acts of violence, bullying and sexual abuse, needs to be tackled. This “silent epidemic” has sparked widespread conversations about the challenges facing education in our country.
Growing concern
The prevalence of mental health issues among students is a complex problem with multifaceted causes.
Factors contributing to student mental health challenges include academic pressure because of the intense focus on academic achievement from both parents and teachers which can lead to significant stress and anxiety. Social media and peer pressure also expose students to unrealistic expectations and comparison which can negatively impact self-esteem and mental health.
Family issues such as financial difficulties, divorce or substance abuse can also have a profound effect on students’ well-being. Students also experience bullying, harassment and discrimination leading to feelings of isolation, anxiety and depression. A lack of access to adequate mental health support may also lead to students feeling ashamed to seek help, further deepening stigmatisation.
Some of the common mental health issues include anxiety, depression with symptoms such as loss of interest, sadness, change in appetite or sleep and sometimes difficulty concentrating. Some students may also present with attention deficit hyperactivity disorder (ADAD) which is usually characterised by impulsivity, inattention and hyperactivity. Again, students may also misuse drugs and alcohol leading to serious consequences for mental and physical health.
It is important that we focus on addressing student mental health issues by prioritising early intervention, identifying and addressing concerns to prevent them from escalating. We must provide access to mental health professional, counsellors and other therapeutic support groups. It is also essential that we create a supportive and inclusive school environment where all students feel included and supported.
We must also provide education and training in mental health awareness and take steps to reduce stigma. Schools should also encourage parental involvement and communication to close the loop between school and home, making it easy for mental health issues to be identified and addressed.
Social-emotional learning
One of the proven ways to deal with mental health issues is Social-Emotional Learning (SEL). It is crucial for students’ overall well-being. It equips students with essential skills such as self-awareness and self-management, helping students understand and self-manage and regulate emotions, thoughts and behaviours effectively.
Other key essential skills include building and maintaining health relationships and responsible decision-making. In SEL, students are also guided to improve their social awareness. With social-emotional learning, the benefits to students include enhanced social skills, improved mental health, improved academic performance, reduced behavioural problems and a clear increase in students’ ability to be resilient.
Schools can be more deliberate and intentional in ensuring that they integrate SEL into the curriculum by providing dedicated and specific lessons or programmes that focus on SEL skills. SEL can also be infused into core subjects such as maths, science and language arts as well as providing opportunities through extracurricular activities.
Teacher well-being
Also, teachers and staff can demonstrate SEL skills in their interactions with students and colleagues as a way of modelling. Finally, on SEL, schools can take steps to foster a supportive and inclusive environment that promotes SEL skills. Teacher well-being is essential for creating a positive and effective learning environment. Several factors can affect teacher well-being including heavy workload that take away from the teachers’ ability to be effective such as excessive administrative tasks, large class sizes, and demanding schedules.
In our boarding schools, residential staff such as housemasters and mistresses are also overburdened with teaching, making it difficult to fully focus on their roles in the dormitories. Other factors include lack of support for teachers, dealing with challenging student behaviours, the pressure of high-stakes testing and personal challenges.
We have the imperative to ensure that we promote teacher well-being in our schools by providing high-quality professional development that gives teachers opportunities to grow and learn. We must also focus on offering mentoring, coaching and support, managing workload for teachers and offering mental health support as well as fostering a collaborative culture. Finally, we must promote healthy work-life boundaries for teachers.
When teachers’ well-being is prioritised, it leads to student success. This is because well-supported teachers who feel valued are more likely to be effective in their work leading to positive learning environments, reduced teacher turnover and improved student outcomes.
A closer examination of the proposals by the Vice-President and the Presidential Candidate of the New Patriotic Party (NPP), Dr Mahamudu Bawumia, shows that he has critically examined these issues and identified them as a “silent epidemic” that must be tackled. He believes that addressing the mental health and well-being crisis in Ghanaian education requires a multifaceted approach.
By prioritising student mental health, implementing SEL programmes, and supporting teacher well-being, schools can create a more supportive and nurturing environment for all. Investing in mental health and well-being is not only the right thing to do but is also essential for the future of education in Ghana.
The writer is the Deputy Director-General of the Ghana Education Service responsible for Quality and Access.
SOURCE: https://dew360.net
Join our WhatsApp channel: https://whatsapp.com/channel/0029VakDz4u9RZATWh53yC1a
