Absolutely. Furthermore, after the child is misunderstood and “shamed” he or she often has the side effects of lowered self-esteem, self-worth, negative self beliefs, self-messages, etc. which further complicates the situation. In addition, the child often then changes his or her broad perspective about school to an “I don’t like school” attitude and belief, not only due to the structured environment that is challenging, but because of the punitive approaches taken. What skill is taught in detention to assist the child’s successful outcomes? The aim is to correct the issue that transpired. Then parents need to not only assist their children with their academic needs, they need to often assist their children with their decline in mental health states. Naturally, a child often is already feeling “different” because he or she has to work harder at fitting into an already challenging environment and now they are in “trouble”. How defeated the child often feels. This is where the anxious and depressed feelings often increase. It is so important to keep reinforcing to any child experiencing this that they are capable, bright students, as being inquisitive is biological. The child really needs to understand and believe that having a lower tolerance for sitting for long periods of time and finding it challenging to navigate through the structured environment of school has absolutely nothing to do with how smart they are. We need to provide children the freedom to learn.
“New Jersey must act now to better equip all school employees to help identify at-risk students and prevent teen suicides and other mental-health-related incidents in their schools”, per Cody in http://www.njspotlight.com/stories/18/05/07/growing-focus-on-suicide-prevention-especially-among-teens/. We also need to expand programming in the pre-primary educational years. We need to counterbalance the digital era by implementing programs that teach the skills necessary to increase personal insight and interpersonal awareness, while reinforcing positive and respectful peer conduct etiquette within the school system and community. Establishing a healthy sense of self and world is crucial for wellness. Prevention is the key. When we are equipping all school employees to help identify at-risk students we are in essence saying that we are training all professionals to become mental health first responders to symptoms that have developed due to illness. It is extremely important that professionals who work with children have awareness and knowledge to provide solutions to assist children while incidences are occurring or are critical. The primary issue is the depression, suicidal ideation and bullying are existing in the first place in children, which should not be occurring on such a large scale. Naturally we want to assist at risk children, however we need to begin to focus on decreasing the factors that led to the symptoms, while simultaneously increasing skills, particularly in pre-primary education developmental years. We need to make a macro system shift from responding and reacting to prevention and wellness. Our children are experiencing “mental-health incidents in their schools” based on various contributing factors that can be broken down and changed, while empowering the children themselves. We need provide them with the road map to maintain wellness and to teach well navigation so that we can truly make a change.
We are making a difference by deliberately teaching children skills and strategies necessary to increase well function. Please email Info@AreYouAGlowKid for more information and class schedule announcements. We are going to be offering classes this fall and look forward to collaborating with parents and professionals to increase humanities in early childhood education.