Mental health in education
The issue of mental health has been at the center of social debate in recent years. Among the factors that can be highlighted, on the one hand, the pandemic, with initial isolation, and, subsequently, the consequences thereof, such as the situation of economic uncertainty at work or the restrictions in social relations. On the other hand, the stressful experiences that humans get into the routine. All this has contributed negatively to the quality of human mental health, especially among young people. According to the study published by Unicef in its My Mind report: promoting, protecting and caring for children's mental health, more than 13% of adolescents aged 10 to 19 are diagnosed with a mental disorder, and according to the World Health Organization, these diagnosed mental health disorders include anxiety and depression.
The school plays an important role in ensuring the well-being and mental health of students. Children transmit to teachers the sadness, frustration, fear and difficulty to manage emotions, and when they express these feelings they do not feel well accompanied. Despite the fact that in recent years this issue has often been dealt with in schools, schools are still not fully prepared to tackle this new and widespread issue. It is therefore necessary to provide schools and the education community in general with resources and training to enable early detection and effective management of these mental health diseases for pupils. Teachers do not have specific training to detect the mental distress of students and guide them correctly. To do so, UNESCO proposes ideas such as the implementation in educational centers of a reference figure in mental health so that students express their concerns and advise the faculty to properly manage the situation. The design of specific training and prevention programs in schools to naturalize mental health in school and work and speak without fear is also highlighted.
Children transmit to teachers the sadness, frustration, fear and difficulty to manage emotions and when expressing these feelings they do not feel well accompanied
According to UNESCO, schools should design welfare plans that help provide safe and healthy environments as a quality protection factor for students' mental health. A good welfare plan must have several fundamental elements. The important thing is to create an environment where everyone feels respect, care and appreciation for the rest of the educational community to create a sense of bond of care. It is emphasized that it is essential to become aware of one's own emotions, needs and trends, that is, to help students manage emotions in the regulation of their behavior to achieve good stress management and resistance to frustration. Through it, they will develop emotional abilities that allow them to better face the challenges of life, guaranteeing personal well-being and facing the feelings that generate suffering.
In short, guaranteeing the good mental health of children and adolescents is one of the great challenges that educational institutions currently have. As the adoption of healthy habits to promote good physical health is emphasized, the development of good mental health in childhood and adolescence requires the promotion of different learning and preventive practices. It is not enough to develop medical diagnoses and treatments. On the contrary, it is necessary to approach from a preventive perspective the different mental health situations that arise in the school through the continuous development of emotional education.
Aritza Urrengoetxea
Bidali zure iritzi artikuluak iritzia@argia.eus helbide elektronikora
ARGIAk ez du zertan bat etorri artikuluen edukiarekin. Idatzien gehienezko luzera 4.500 karakterekoa da (espazioak barne). Idazkera aldetik gutxieneko zuzentasun bat beharrezkoa da: batetik, ARGIAk ezin du hartu zuzenketa sakona egiteko lanik; bestetik, egitekotan edukia nahi gabe aldatzeko arriskua dago. ARGIAk azaleko zuzenketak edo moldaketak egingo dizkie artikuluei, behar izanez gero.
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