The Importance of Prioritising Mental Health Support in K-12 Education

Over the past decade, mental health issues among K-12 students have reached crisis levels and schools must act by prioritising mental health services and interventions. Schools should also collaborate with local health departments, government agencies, and community organizations to coordinate comprehensive mental health initiatives across education, healthcare, and social services systems. With rates of anxiety, depression, suicide, and related issues rising sharply, schools have an obligation to address this crisis through implementing evidence-based programs such as Cognitive Behavioral Intervention for Trauma in Schools (CBITS), providing staff training on mental health first aid, hiring increased school counseling personnel, and offering parent education on supporting student mental health. Comprehensive mental health support is crucial for fostering healthy development, preventing tragedy, and helping students succeed academically.

Prevalence of Mental Health Issues Recent studies demonstrate the alarming scope of the mental health crisis facing students today. According to the CDC, the suicide rate for children ages 5-12 doubled from 2007 to 2017, increasing from 0.9 to 2.1 per 100,000 (CDC, 2019). Even among elementary school students, rates of mental health issues are on the rise. A CDC study found the rate of suicide doubled among children ages 5-12 from 2007 to 2017 (CDC, 2019). Providing early support is crucially. For older teens 15-19 years old, the suicide rate surged by over 70% between 2006 and 2016 from 6.9 to 11.8 per 100,000 (CDC, 2019). Diagnoses of depression and anxiety have also spiked: one study found rates of diagnosed depression increased 52% among teens from 2005 to 2017, impacting 13% of teens. Diagnosed anxiety increased 29% during the same period, impacting 22% of youth (Twenge, 2019).

Additionally, past month illicit drug use among 12-17-year-olds increased from 9.2% in 2015 to 10.1% in 2019 (SAMHSA, 2020). These trends illustrate the urgent need for comprehensive mental health interventions in schools.

Contributing Factors

Research points to several factors that contribute significantly to poor mental health among students. Trauma and adverse childhood experiences including abuse, neglect, household dysfunction, and exposure to violence can have profound neurological, cognitive, emotional, and behavioral impacts on students that negatively affect development and func;oning (SAMHSA, 2020). Additional factors include family history of mental illness, lack of access to mental health services, and inadequate health insurance to cover care. Social media use and cyberbullying are also strongly correlated with lower self-esteem, sleep issues, anxiety, and depression (Riehm et al., 2019). Pressures around academic achievement and extracurricular involvement also take a toll on mental health (Smith et al., 2020). Finally, the COVID-19 pandemic exacerbated existing mental health issues through isolation, uncertainty, and family stressors (Gassman-Pines et al., 2020).

School-Based Interventions

Schools urgently need to priotise student mental health through comprehensive, evidence- based interventions including: 

• Mental health screening and assessment 
• Increasing counselling staff and access to services 
• Suicide Prevention programs
• Trauma-informed teaching practices
• Social-emotional learning curriculum 
• Peer mentoring and support
• Staff mental health training
• Mindfulness and meditation training

In addition, to evidence-based programs, schools must prioritise hiring more qualified mental health professionals like counselors, social workers, and psychologists to meet student needs. Adopting a Mul;-Tiered System of Support (MTSS) model would allow schools to provide mental health services at all levels, including universal screening, early intervention for struggling students, and crisis support. This comprehensive framework moves beyond only helping students already in crisis.

Comprehensive staff training is also essential, such as Mental Health First Aid certification to teachers recognize and respond to warning signs.

• Referral systems for professional services

However, schools face barriers like lack of funding and resources, lack of staff training, stigma around mental health issues, and difficulties addressing issues like trauma that originate outside of school. Schools must work to overcome these challenges

It is also essential that interventions are tailored to meet the needs of diverse student populations in areas like race, ethnicity, gender identity, sexual orientation, religion, and ability. This requires training staff on cultural competency and implementing supports like accommodating religious needs, ensuring class fee waivers for low-income families, and implementing affinity spaces for marginalized groups.

Recommendations for Parent Education and Involvement

Parent education and involvement are crucial for promoting student mental health. Schools should 
provide parent training and resources in areas like: 

• Mental health first aid: Teaching parents warning signs for mental health issues and how to connect students with help.
• Anxiety and depression workshops: Covering risk factors, signs of distress and management strategies.
• Behaviour management strategies - Positive reinforcement, redirecting, and consistency.
• Understanding childhood trauma - teaching the impacts of trauma and adversity on child development and behaviour.
• Monitoring Technology Use : Setting healthy limits, watching for cyberbullying, and modelling safe social media habits.
• Self-Care and emotional regulation - Building parent capacity to manage stress and model healthy coping. 
• Parent support groups - Connecting parents facing similar challenges for sharing concerns, advice and encouragement.

Specific evidence-based parent education programs include the Family Check-Up, Parent Management Training (PMT), and Incredible Years training series. These equip parents with knowledge and skills to promote student mental health. Equipping parents with knowledge and skills reinforces student mental health between home and school.

Recommendations for Community Partnerships and Referrals

It is vital for schools to develop partnerships with community mental health resources to expand the services available to students and families. Potential partners include county mental health agencies, local counseling centers, youth mentoring organisations like Big Brothers Big Sisters, and mental health advocacy groups like NAMI. Schools should create referral processes to connect students to local counseling services, psychiatrists, crisis hotlines, and support groups. Having relationships with providers can facilitate referrals, information sharing, and coordinated care. Schools could also host community mental health organisations on-site to increase access to services. Through community partnerships and an effective referral system, schools can ensure students receive comprehensive support.

The mental health crisis among K-12 students requires urgent action from schools. Implementing comprehensive school mental health programs like Multi-Tiered Systems of Support (MTSS) and Interconnected Systems Framework (ISF) is essential to meeting student needs. Providing evidence-based services, educating parents, and making this issue a priority is essential to meeting the diverse needs of students. Supporting mental health leads to better academic outcomes, improves behavior, prevents tragedies, and enables healthy development. Schools have an obligation to address this crisis so that all students can thrive.

References 

Centers for Disease Control and Prevention (CDC). (2019). Death rates due to suicide and homicide among persons aged 10–24: United States, 2000–2017. https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf

Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological 
well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-007294

Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., Pacek, L. 
R., La Flair, L. N., & Mojtabai, R. (2019). Associations between ;me spent using social media and 
internalizing and externalizing problems among US youth. JAMA Psychiatry, 76(12), 1266–1273. 
https://doi.org/10.1001/jamapsychiatry.2019.2325
Smith, A. (2018). Anxiety and depression in children: Get the facts.  https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Anxiety- 
And-Depression-In-Children-005.aspx
 

Smith, B. N., Bean, M. K., Mitchell, K. S., Turner, B. J., & Dickerson, J. F. (2020). Psychosocial factors associated with non-medical use of prescription stimulants among college students.

Drug and Alcohol Dependence, 206. https://doi.org/10.1016/j.drugalcdep.2019.107765

Substance Abuse and Mental Health Services Administra;on (SAMHSA). (2020). Results from the 2019 
National Survey on Drug Use and Health: Detailed tables. 
https://www.samhsa.gov/data/report/2019-nsduh-detailed-tables
 

Twenge, J. M. (2019). More ;me on technology, less happiness? Associa;ons between digital-
media use and psychological well-being. Current Direc;ons in Psychological Science, 28(4), 372–379. https://doi.org/10.1177/0963721419838244

About the author

Dr. Emanuel Vincent serves as the Principal Consultant at Pinkgrape Consulting (PGC), bringing more 
than 25 years of expertise in teaching, learning, evaluation, instruction, and administration. He 
has participated in prestigious programs such as the Fulbright program in Japan and the Carnegie 
Fellowship at Northeastern University. Dr. Vincent is an active mentor and cognitive coach at the 
Association of International Educators and Leaders of Color (AIELOC) and has contributed as a 
writer for Global Education Supply & Solutions (GESS). He has been honored with the Springfield 
College Writing Fellowship and the Massachusetts Education Policy Fellowship at Northeastern 
University.

Dr. Vincent is deeply committed to empowering learners of all ages to become global citizens by 
implementing innovative and sustainable solutions in the education ecosystem. He collaborates closely with educational organizations and communities, fostering inclusivity, promoting excellence in learning, and driving teaching innovation forward. For inquiries, please contact him at evincent@pinkgrapeconsulting.com