Students also told us that school resources designed to address mental health crises, like guidance counselors, seem to be more concerned with ensuring academic achievement than promoting students’ well-being.
“Even your guidance counselors at school will be like, ‘Oh, is everything okay? Oh no, it’s not? Well, I’ll help you, but you have to get a good grade on your test because you don’t want your grades suffering.’ We just need somebody to talk to who’s going to help us – who doesn’t have any motive besides just wanting us to get better.
The prevailing model of assigning school counselors to address student crises on a case-by-case basis is not enough to meet the need of today’s students. This approach dovetails with what hasn’t been working for some time: Centering largely on the individual and the psychological. In other words, what can an individual do differently to improve their mental health?
While this is good and necessary, what’s missing is attention to structural factors that affect mental well-being: What can organizations do to better support the mental health of young people?On this front, students told us that school initiatives to address mental health don’t also address the underlying reasons for stress—namely, the stressors that come from school.
“I have friends who are punished if they don’t get As. And I think it puts a lot of stress on them, especially when they’re already going through problems that are not recognized by their parents. I think there is a lot of pressure put on us to do really well, to balance all of these things, you know, especially when our mental health concerns are not being heard, it makes it even harder,” said Ara, a 16-year-old high school student.
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