Download the handout - Woodbridge High School

Promoting your
Student’s Wellness
Lauren Stallings
Wellness Coordinator
Why is mental health important?

Research shows that adding a mental health component to education
programs could enhance health behavior, reduce mental health symptoms,
and improve grades.

Childhood is a critical period for mental, social, and emotional wellbeing and
development.

1 in 5 children aged 5 - 16 suffer from a diagnosable mental health disorder that is around 4-5 children in every class

In the course of the school year, children with mental health problems may
miss as many as 18 to 22 days
What is really going on?
Approximately
20% of students
develop a diagnosable mental
health disorder before they reach 18
years of age.
1 in 5 students
Approx. 6,400 students in IUSD
The Adolescent Brain
The Developing Adolescent Brain - Under Construction
Physical change
●
●
Emotional/Intellectual change
Social Change
Increased awareness of body image as you grow from a
child into an adult
Expected healthy weight and height gain
●
●
●
●
●
●
●
Brain development
o The parts of the brain responsible for more "topdown" control, controlling impulses, and planning
ahead—the hallmarks of adult behavior—are
among the last to mature.
Increased impulsivity
Difficulty making decisions with consequences in mind
High risk behaviors
Hormonal Changes
More intense experiencing of emotions
New feelings you have never felt before
Confusion over what to do with the new feelings
●
●
●
●
Increased response to social events
Competing social influences between parents and peers
Change in social values
Increased societal expectations
●
Stress and Anxiety
 Anxiety
is a normal reaction to stress. In general, it can
help us cope. But when anxiety becomes an excessive,
irrational dread of everyday situations, it has become a
disabling condition.
 OCD, PTSD, GAD, Social/ specific phobia
 About
3 percent of children ages 3-12 have an anxiety
disorder.
 Increases up to 8% in adolescence
Am I stressed or having anxiety?
Stress

Comes from the pressures we feel in life, as we are
pushed by school or any other task that puts undue
pressure on our minds and body.

The way our bodies and minds react to something which
upsets our normal balance in life

Can come from any situation or thought that makes you
feel frustrated, angry, nervous, or even anxious. What is
stressful to one person is not necessarily stressful to
another.

Some level of stress is good
Am I stressed or having anxiety?
Anxiety

Stress that continues after that stressor is gone.

A feeling of apprehension or fear and is almost always accompanied
by feelings of impending doom. The source of this uneasiness is not
always known or recognized, which can add to the distress you feel
and trigger more distress.

The physical symptoms of anxiety are caused by the brain sending
messages to parts of the body to prepare for the "fight or flight"
response. The heart, lungs and other parts of the body work faster.
The brain also releases stress hormones, including adrenaline.

Disrupts normal functioning
What Can I Do?
Stress
•
Time Management
•
Taking breaks
•
Setting boundaries (saying no to
self and others)
•
Self-care
•
Relaxation
•
Positive self-talk & affirmations
•
Physical activity
•
Mindfulness & meditation
Anxiety
•
When Anxiety impacts your
functioning in multiple areas of
your life it may be important for
you to seek professional help.
•
Academics, Socially, Work
•
Cognitive Behavioral Therapy (CBT)
•
Short-term, solution focused
•
Mindfulness/ relaxation training
It isn’t just Sadness…..
•
Depression isn’t just being sad or moody—it’s a serious
problem that impacts every aspect of a teen’s life.
•
2.3% of children suffer from Major Depressive Disorder
(MDD)
•
Only 30% of individuals suffering seek help
•
Childhood depression can lead to drug and alcohol abuse,
self-loathing and self-mutilation, high risk behaviors, poor
relationships and even suicide.
Am I sad or depressed?
Sadness
Depression
•
Something we all experience; it’s a
normal, human emotion.
•
Depression can propel someone
into suicidal ideation.
•
Sadness is not an every - moment of - every - day thing like
depression is.
•
Remains constant for weeks and
months at a time.
•
Can impact sleep, appetite,
energy, thoughts, physical health,
relationships, etc.
•
Doesn't seem to go away no matter
what you try, often leads to
isolation, feeling misunderstood.
•
Often requires professional help to
find relief
•
Subsides after a period of time
with use of supports and coping
skills, not constant.
What Can I Do?
Sadness
•
•
•
•
•
Talk to a trusted support person
Express emotion in healthy/
constructive way
•
art, music, crying, dancing, journaling, writing,
coloring, exercise, be silly
•
Allow yourself to feel so the emotion can pass
Engage in positive, self-care
activities
Remind yourself of your strength
and other times you have come
through difficult situations.
Use affirmations that you can
believe.
Depression
•
Tell someone
•
Seek professional help including
therapy and medication
management
•
Create a schedule and make
reasonable attempts to follow it
•
There is hope and treatment for
depression
The Truth About Suicide

Suicide is the SECOND leading cause of death for ages 10-24.

Almost 40% of kids attempting suicide make their first try in middle or even
elementary school

About 1 in 9 children have attempted suicide before their high school graduation,
but learning that they’re making plans as early as elementary school

Suicide affects young people from all ages, races, genders, and socioeconomic
groups
(CDC 2013; Family Matters, 2013)
Red Flags to Watch for:
•
Four out of Five (80%) students who attempt suicide have given
clear warning signs
•
Warning signs:
•
•
Talking about wanting to die
•
Withdrawal/ decrease participation from social activities
•
Giving away favorite belongings
•
Verbal hints about “if something happens to me…..”
Always err on the side of caution, take all warning signs seriously
There is Hope

At some point in all of our lives, we may meet criteria for
Anxiety or a Major Depressive Episode

Anxiety and Depression are not necessarily life long
disorders

With treatment and intervention, an individual can lead a
productive life without reoccurring symptoms

Some individuals need support to get better. Let your
student know they are not alone
Impact of mental health stigma…

40% of individuals suffering from mental health
issues don’t seek support services and the #1
reason sited is fear of judgment.

Stigma leads to
 Reluctance
to recognize a problem
 Reluctance
to seek treatment
 Reluctance
to ask about services available
Ways to Reduce Stigma

Create positive school climate

A collaborative commitment between school staff, students, parents, and the
community to create a culture of acceptance, support, and knowledge.

Implementing a holistic approach to each student


Educational

Social

Emotional
All research finds a positive correlation between better school climate and
increased student learning and achievement (Jones et al., 2008)
Domains of Wellness
What is Wellness?

Wellness is an active process of becoming aware of and
making choices toward a healthy and fulfilling life.

Wellness is more than being free from illness, it is a dynamic
process of change and growth.

Wellness is the compete integration of body, mind, and spirit
- the realization that everything we do, think, feel, and
believe has an effect on our state of well-being- Greg Anderson
Intellectual Wellness

Encourages us to engage in creative and mentally-stimulating activities.
Activities should expand your knowledge and skills while allowing you to share
your knowledge and skills with others.

Can be developed through academics, cultural involvement, community
involvement and personal hobbies

Encourages learning. It is important to explore new ideas and understandings
in order to become more mindful and better-rounded.

Stimulates curiosity. Curiosity motivates you to try new things and develop an
understanding of how you see the relationship between yourself, others and
the environment.
Social Wellness

Refers to the relationships we have and how we interact with others. Our
relationships can offer support during difficult times and help build self-esteem.

Involves building healthy, nurturing and supportive relationships as well as
fostering a genuine connection with those around you.

Conscious actions are important in learning how to balance your social life with
your academic lives.

Includes balancing the unique needs of romantic relationships with other parts of
your life.

Enables you to create boundaries that encourage communication, trust and
conflict management.
Having good social wellness is critical to building emotional resilience.
Physical Wellness

Promotes proper care of our bodies
for optimal health and functioning.

Encourages the balance of physical
activity, nutrition and mental wellbeing to keep your body in top
condition.

Obtaining an optimal level of
physical wellness allows you to
nurture personal responsibility for
your own health.
As you become conscious of your
physical health, you are able to identify
elements you are successful in as well as
elements you would like to improve.
Emotional
Wellness

Emotional wellness inspires self-care, relaxation, stress reduction and the
development of inner strength.

It is important to be attentive to both positive and negative feelings and be
able to understand how to handle these emotions.

Emotional wellness also includes the ability to learn and grow from
experiences.

Emotional well-being encourages autonomy and proper decision making
skills. It is an important part of overall wellness.
Finding balance is key
 Try
not to over schedule
 Help your child see the bigger picture
 Acknowledge limitations
 Everyone’s “wellness” will look
different
Campus Supports
References