Mental health is an underappreciated problem in our modern society worldwide. Among teens, after almost two years of COVID-19, the burden has doubled. Young people are in their developmental stage and sensitive to their surroundings. Their depression and anxiety rate is 25 and 20%, respectively. So, addressing mental health problems early and proactively will have a significant impact. Integrating mental health education into the school curriculum as a required part of health classes can be crucial in tackling this issue.
SB 224 (Portantino D) was passed in October 2021. It requires all school districts in California to include mental health as part of the curriculum on or before January 1, 2024. Three key elements should be considered when drafting the teaching materials: the life course perspective, a “strength-based approach,” and the social-ecological framework.
Adolescence is part of a larger trajectory from childhood to adulthood. Each stage is characterized by its unique cognitive, social, physical, sexual, and spiritual factors. The life course perspective considers these distinct periods when working with young people on mental health. Additionally, developing the habit of exercising brain early on, just like participating in sports, can have a lasting impact and maximize positive effects later in life.
The “strength-based approach” asks teachers, staff, and parents to approach mental health education with strength and context rather than focusing on what is wrong. For example, fostering kindness helps young people cope with various stressors.
The social-ecological framework indicates that young individuals are nested within families, schools, workplaces, and communities. These multiple layers create risks or buffer against them. When talking about prevention and intervention, this broader context is included.
A school-based curriculum may include three key strategies: 1) Promotion & Universal Prevention. It is the first and general step for all students to raise mental health awareness and prevention. 2) Selective Intervention is the targeted support for selected students or groups with risk factors, as not all students respond to the first one. 3) Indicated Intervention is for students with mental health symptoms. By applying the three steps systematically, fewer students need the hard and demanding last-step interference.
In summary, universal mental health education will benefit the students, their families, and teachers. It will also contribute to the well-being of the entire community.
