Supporting Teens With Mental Health Issues

Not long ago, I noticed a rise in the number of students struggling with mental health issues. Students were more disconnected from each other, often reacted inappropriately under stress when angry and frustrated, and were frequently distracted through a lesson. Data from the Centers for Disease Control and Prevention confirmed what I saw: Many students in my class could be struggling with mental health issues.

As a high school STEM teacher, I struggled to find a balance between ensuring that students learned the content and building social and emotional learning strategies into my lessons. But when I started teaching in a mental health facility, I found strategies that helped me strike this balance. The strategies require little prep time but make a large impact on my classroom culture and student achievement. They also translate well into a traditional classroom environment.

Build Structure and Predictability Into Lessons

Ease students’ anxiety about the unknown by providing a stable seating plan, having an agenda, and telegraphing big changes ahead of time.

I use a seating chart to remove students’ mental load of deciding where to sit, and with whom, when they enter class. I adjust for changing peer dynamics by asking students privately to provide input on who they want and don’t want to sit with. I also ask them to give any additional information, like bullying situations or relationship issues, so that I can prioritize requests. Not everyone gets their ideal group, but I can prevent dysfunctional groupings and keep an eye on any students who lack healthy peer relationships.

My students are able to anticipate the day’s activities by consulting an agenda that I post on the board using Classroomscreen. Knowing where they are in the lesson keeps students engaged and eases transitions between activities.

I also post announcements, like upcoming labs or special class discussions, days ahead of time so that students aren’t caught off guard by sudden changes. This also gives them time to come to me if they need to practice speaking their part in a presentation, preview lab directions, or simply ask questions.

Leverage Entry and Exit Tickets

I build mood checks into both my bell ringers and my exit tickets, using fun mood scales from resources like First Five that students like to respond to. Using the tickets, or Google Forms, I also ask students to share one good thing about their day with me and/or any struggles they are currently working through.

I then compile this data to see where students hit points of frustration and disengagement in the lesson. If a student’s mood worsens after the lesson, I look at why that could be. Was the online tool or simulation not user-friendly? Do they need me to reteach a particular section? Even if they passed the exit ticket, a worsening mood could indicate a lack of confidence, and the student could use more practice and support.

I also make a point to celebrate the good things they share with me and check in with them about their struggles. This builds connections with my students and helps build a positive classroom culture.

Employ Positive Narration and Specific Praise

Providing positive feedback to students as they work helps them focus on the learning process and what they’re doing well, rather than on their mistakes or doubts about their ability. I use positive narration, like “I see you tried this problem two different ways” or “I notice you’re using your notes to figure out what to do.”

I also narrate group work and the collaborative problem-solving process, like “Aliyah and Sam solved the problem differently and are sharing their process with each other” or “Group A is asking for help from Group B and retrying the problem.” This emphasizes different approaches, demonstrates the value of struggling together in learning, and lessens the chance of being overwhelmed by trying to do something “the right way.”

Celebrating small wins and improvements, even when a student’s achievement still falls short, builds confidence and trust. I let students know that I see they put units on their measurements, retried a challenging question they got wrong, or sought help when they’d normally stare at their paper.

Model and Explain Healthy Mindfulness Strategies

Modeling mindfulness strategies for students, like taking deep breaths, taking a short break, and unplugging from digital devices, will make them more likely to use those strategies themselves, especially by narrating what you’re doing and why. Even when I can’t model these strategies in class (it’s difficult to take a short break in the middle of a lesson), I do mention them in conversation or show students my doodles.

I also quickly model strategies for a student who needs them in a moment of frustration or overwhelming feelings. For example, I will cue a student to try a deep-breathing technique and show them how to do it, or, when time allows, encourage them to take five minutes and write out their feelings before returning to their work. Then, I check in to help them transition back to their activity.

Trying It Out

Using even one or two of the strategies above can help students struggling with mental health issues to feel calmer and more focused in class. Pick one or two that are most easily implemented in your classroom, and gradually build others into your routine as you grow comfortable using them. Also, use input from counselors, other teachers, and parents to better serve these students and add to the number of caring adults checking in on them. 

If you find that you want to take a deeper dive into helping students with mental health issues, consider taking a youth mental health first aid course. (I took the Mental Health First Aid course.) These courses provide a model for reaching out to students who might be struggling with mental health issues and providing resources to help them. 

Just one positive adult relationship can benefit a student’s mental health. Using the above strategies helps me be that for as many students as possible.