Bend the Curve: Schools’ Crucial Role in Early Intervention for Youth Mental Health

“Bend the curve” became a common catchphrase during the Covid-19 pandemic. It highlighted the urgent need to take preventive steps to try to reduce the number of cases overwhelming hospitals at the height of the crisis. 

Today, we find ourselves amidst another pandemic: youth mental health. 

The number of youth struggling with mental health conditions has risen steadily for more than a decade. Nearly 20% of U.S. youth ages 3-17 have a mental, emotional, developmental, or behavioral disorder, according to the 2022 National Healthcare Quality and Disparities Report. Yet, as a society and a discipline, the mental health system traditionally has focused on treating mental health problems, rather than preventing them. And even worse, people don’t always seek care for their mental health until it has become a crisis. 

To reverse this troubling trend in youth mental health, it’s time to change our collective approach. The sooner we can identify the early signs of a mental health condition, the sooner we can keep it from worsening. So, we must take a more preventive and collaborative approach, leveraging relationships between mental health professionals, schools and caretakers to strengthen children’s well-being. 

Encouraging early mental health support starting in primary school — e.g., kindergarten and elementary school — could help address problems before they escalate as children move through middle school, high school, or later in life.  Preventive care could help “bend the curve” of this pandemic, too. 

Why schools are ideal partners

Children spend a significant portion of their waking hours in school environments under the watchful eyes of professional teachers and school officials, making schools uniquely positioned to notice behavioral and emotional issues first. Given how many children educators interact with during their careers, schools’ ability to identify potential challenges early and engage caretakers and community resources makes them ideal partners in addressing the youth mental health crisis.

However, teachers are experiencing their own challenges. Teacher burnout is reportedly at an all-time high. Many schools and teachers are already overburdened just trying to help students learn. It is imperative that we come together to develop effective support strategies for children, their teachers, their caretakers and their communities.

In other words, collaboration is essential. We must create a more accommodating, nurturing, and resilient environment for children, teachers, and everyone the educational community touches.

How to promote beneficial partnerships 

With support from mental health professionals, schools can play an integral role in encouraging a “whole health” perspective that integrates mental, emotional, and physical health into all aspects of school life. 

Many schools already do this to a certain extent. They acknowledge the close link between physical health and mental well-being by promoting physical activity and healthy lifestyle choices through physical education classes and extracurricular sports programs. They also provide healthy meal options in the cafeteria and educate students on the importance of a balanced diet. 

Schools might consider augmenting these efforts for young students by introducing brief, low-cost physical (and fun) routines into each day. For example, for one minute at the start of each school day, children could jump up and down beside their desks, tap their feet on the ground, or clap their hands on top of their heads while doing jumping jacks. 

In practical terms, however, schools need assistance to effectively address children’s mental health. Comprehensive training and resources are necessary to help teachers, staff, parents and community members maintain a positive mental health environment. Even at the earliest grade levels, mental health professionals can play an important and collaborative role by:

• Delivering mental health first aid training for teachers, parents, and community members;
• Offering professional development workshops for teachers, staff, and administrators;
• Conducting crisis intervention training;
• Contributing to parent education programs; and, 
• Expanding access to mental health professionals, resource libraries, and online resources.

Since children’s needs vary widely, especially across an entire school or school district, educators and mental health professionals could also collaborate using a Multi-Tiered System of Supports (MTSS) which offers the following three levels of interventions: 

• Tier 1: Widespread mental health screenings, prevention-based activities, and other foundational mental health assistance for all children. 
• Tier 2: Targeted help for children at risk for mental health issues, with the goal of resolving problems early and averting escalation.
• Tier 3: Referring children who are actively experiencing mental health issues to mental health professionals for individualized care. This could include leveraging mental health professionals on-site within schools. 

A profoundly positive impact

Just as with physical ailments, early identification and intervention can help prevent mental health issues from intensifying. Therefore, to change the trajectory of the youth mental health pandemic, we must commit to “bending the curve” by building strong, prevention-oriented partnerships. Collaboration between caretakers, schools, and mental health professionals is vital. It can not only sustain the mental well-being of children but also create a healthier, more supportive environment for teachers and the entire community.

• Dr. Sassani wishes to thank colleagues Dr. Beeta Verma and Dr. Doris Lebischak for helping him formulate and articulate his perspective for this article.

Photo: RichVintage, Getty Images

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