If you’re an educator or parent, you’ve probably already seen plenty of “kids aren’t okay” situations.
There is growing evidence that the mental health of American youth has been in decline for at least a decade. An even steeper drop occurred during the pandemic. The Centers for Disease Control and Prevention reports that in 2021, 42% of high school students experienced persistent feelings of sadness or hopelessness, and 22% seriously considered suicide, according to the most recent data available. This is a significant increase from 10 years ago, when 28% of students reported persistent feelings of sadness or loneliness, and 16% had considered attempting suicide.
Isolation due to pandemic-induced stay-at-home orders and the trauma of losing a loved one led to a decline in happiness. Schools have an important role to play in addressing this crisis.
As education researchers, co-author Jaaid Siddiqui and I interviewed educators working in districts that are thriving in supporting students in the face of extreme adversity during the pandemic.
One district in particular was particularly challenged by the challenges it faced. As of the 2020 study, New York City’s Bronx Community Schools District 7 was not only in the poorest Congressional district in the nation, but also had one of the highest per capita death rates from COVID-19. But there was.
Despite all these obstacles, educators told us they have found ways to be there for their students and support their mental health.
During the course of our research, three strategies emerged. This lesson holds promise not only for this part of New York City, but for other parts of the country as well.
1. Connect with the community
In 2023, US Surgeon General Vivek Murthy has warned that social connections within communities will be essential to curing America’s “loneliness epidemic.” Schools, in particular, have a history of serving as hubs of connection. This was especially true during the pandemic, when schools became information centers, providing academic support, internet access, and even food and nutrition, even when classes were remote.
Educators across the country quickly realized that even psychologically isolated students needed social connection and took innovative responses. They developed bedtime story videos for families, online cooking lessons that invite community members into their homes, and socially distanced dance classes on school playgrounds.
At Bronx CSD 7, a partnership with a nearby hospital has increased access to much-needed mental health services for students and educators.
Community connections help educators understand the needs of children and families and allow community members to trust schools as a source of support. We are also bringing community assets such as free clinics, food pantries, housing programs, and mental health resources to schools to make them more easily accessible to families.
As emergency education funding due to the pandemic expires on September 30, 2024, school-community partnerships will be essential to continue mental health services in schools to support psychological recovery.
2. Give students a seat at the table.
Relationships within schools are also important for improving and maintaining mental health. Research shows that when school leaders involve students in decision-making, they foster the development of student leadership skills and improve overall community well-being, as shown by civic engagement and health outcomes. I know.
At Bronx CSD 7, students are part of the Superintendent’s Advisory Board. This means we were able to highlight the challenges of working on online learning all day without breaks during the pandemic. Unlike a regular school day, where students move between classes or chat with teachers and friends in the hallways, the online school day has built-in opportunities to take breaks, socialize, and refocus. It continued from one class period to the next. Experts immediately recommended that online classes be restructured to meet students’ needs. But the students knew that first.
When youth are empowered to share their stories, they not only strengthen their school community, but also serve as trusted messengers to their peers. During the pandemic, students across the country created youth-led podcasts to learn from each other. They also documented their experiences of coping with psychological turmoil, communicating their needs, and supporting each other. Educational researchers refer to these empowering, connected activities as “cultural assets.” Because these activities not only support young people, but also help teachers approach students in a more culturally sensitive way.
3.Think progressively
Since the end of the pandemic, school districts across the country have devoted resources and time to recovering from “lost learning,” a term used to describe declining test scores due to school closures and emergency online learning. But some students experienced another, equally devastating decline that received less attention: social and emotional development.
To help alleviate the effects of social isolation, Bronx CSD 7 educators purposefully used distance learning time for social interaction. They provided spaces for informal connection during class, encouraged students to play video games with them, and eat lunch together online. Research shows that young people who communicate more frequently with friends were less affected by social isolation due to the pandemic. The Bronx CSD 7’s experience shows that schools can play an important role in fostering this capacity for mental well-being.
Every school district has faced its own complex challenges during the pandemic, and educators across the country have supported their students, communities, and each other during the recovery. As school leaders consider ways to restore lost academic opportunities and learning, it is equally important to help stabilize students’ mental health and increase their overall well-being.
