I had a horrible time in high school. I know, I know, everyone had a horrible time in high school, or at least that’s the way they remember it.
Even the people who seemed to have it all together, to be happy and satisfied, had struggles nobody knew about—family troubles, relationship problems, bad grades, pregnancy, doubt about their future, and any of a hundred other difficulties. Some of them even had diagnosed or undiagnosed mental illness.
I know I did. I was one of the weird ones, verbally bullied, mocked, teased, and insulted, though not physically harmed. (That happened in grade school, when someone threw a rock at my head with stunning accuracy.) Despite my social handicaps, I made a few friends, some of whom I’m still close to 50 years later. In that, I was very lucky.
I wasn’t diagnosed with bipolar disorder until much later in life, but the signs were there. What wasn’t there was much help. Back in the day, as far as I knew, guidance counselors only recommended classes and helped choose colleges. There was some sort of help at the district level, but that didn’t pan out.
How have things changed regarding mental health in schools? I just read an article in The Conversation that addressed the issue. The title of the article was “What role does high school play in mental health? Feeling connected to other students and staff is key,” which kind of gives away the answer. Except that it doesn’t, entirely.
Connectedness with both staff (which includes “teachers…sports coaches, counselors, and front office staff”) and other students certainly is a key, but it should probably start before 8th grade, which was the cutoff that the article uses. (Year 8 in Australian schools is the same as 8th grade in U.S. schools.)
Connectedness was associated with “higher academic achievement and showing fewer aggressive behaviours, including bullying….A sense of belonging at school is thought to support teenagers psychologically as they gain more independence and establish a stronger sense of their identity.”
The really interesting point is that “programs that involved mentoring programs and fostering problem-solving skills with others were more effective than programs focusing on changing students’ behaviour.” These, of course, could start before 8th grade. Students in middle school or junior high could well benefit, too. (I remember junior high as hideous, too.)
This school connectedness approach differs from anti-bullying programs found in many U.S. schools. Another article, from One World Education, states, “Anti-bullying programs sometimes have the opposite effect they were intending. In fact, anti-bullying programs can lead to children getting bullied more often.”
The number of children reporting bullying may be up because of these programs, but although anti-bullying programs may mean that kids report more bullying, they may not really help with how administrators and teachers respond to bullying. “There may also be crucial differences between naturally occurring bystander actions and those encouraged by schools. The effectiveness in natural situations may rely on who the student bystander is and their relationship with those involved in bullying. School programs may encourage students with poor skills to get involved which may escalate the situation,” reported The Conversation.
Another Conversation article suggested that “On average, programs in primary schools were effective. But in high schools, anti-bullying programs were just as likely to make bullying worse as they were to improve it.” And one-time anti-bullying assemblies and the ubiquitous signs and posters in school hallways are not as effective as approaches such as the ones involving connectedness and adult responses to reports of bullying.
So, what does all this have to do with mental health? The Conversation article went on to state, “Students who had high scores for school connectedness in Year 8 were more likely to have higher mental wellbeing in Year 10, even when we accounted for other factors such as gender and a history of mental health issues.”
Bullying is often associated in the press and the public mind with mental health issues, especially when students kill others or themselves. Generally, I believe the issues are more complex and profound than simply bullying. Particularly with cases involving junior high and senior high school students, causes of such incidents need to be considered in light of mental health issues aside from or in addition to bullying.
I’m not saying that bullying isn’t a factor. It surely is. But as a bullied and likely mentally ill student myself, raised in a home with guns, I never once considered violent actions. Perhaps it was my positive relationships with some teachers and librarians, or the fact that I managed to find some friends, that helped me avoid that path. I’d like to think so, anyway. Of course, organized anti-bullying efforts were not in place back then, but my own experience tells me that when studies show that connectedness with school personnel makes a difference, they’re right.











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