Beyond the Blue and White

Training teachers to handle mental illness within

students
Alison Kuznitz
April 16, 2016

On December 14, 2012, Adam Lanza crossed the threshold of Sandy Hook Elementary School
with a loaded firearm in tow.1 In a matter of minutes, he managed to murder six adults and 20
young children.2 With that swift act of violence, Newtown, Connecticut, became infamously
recognized as the site of the second worst school shooting in American history.3 In the days
following this merciless slaughter, news outlets made it widely known Lanza had battled mental
health issues for years. Bereaved family members blamed Lanzas mother, Nancy, without
hesitation. They accused her of ignoring all the warning signs - ranging from his obsession of
tracking mass shootings to the garbage bags hanging over his bedroom windows to block out all
traces of light - and failing to arrange proper treatment for her son.4 Nelba Marquez Greene, who
lost her daughter on that fateful day, challenged this perspective: It takes a team to raise a child;
it takes a community. Where were the rest of the people in his life?5 Of those vital team players
who were absent, supportive teachers hover toward the top of the list. In any classroom setting,
teachers have the capacity to observe students for countless hours everyday and consequently
recognize the onset of troubling
behavior.6 Teachers are surely
not expected to handle
students mental health issues
on their accord, nor should they
assume everyone suffering
from a mental illness will
display the same violent
tendencies as Lanza. However,
it is quintessential that teachers
possess superior mental health
training in order to intervene in disconcerting circumstances and launch students on a path of
recovery. According to the National Institute of Mental Health, this responsibility is heightened
by the fact that nearly one in five students between ages 13 and 18 live[s] with a mental
condition.7 It is impossible to travel back in time and undo Lanzas actions. Nevertheless, it is
possible to instigate a change moving forward and ensure teachers are fully educated in the realm
of mental health for the sake of their students wellbeing.

An implicit duty among teachers

When students enter school grounds every morning, social workers and psychologists can no
longer be solely responsible for monitoring the mental health climate. Though teachers are
already expected to satisfy curriculum guidelines, provide instruction for standardized testing,
and inspire students to achieve high levels of academic success, they cannot shy away from their
vital implicit duties.8 The inherent responsibility of acting both as a role model and supporter
makes it more important than ever for teachers to adopt a mindset and level of vigilance
comparable to that of actual mental health professionals. According to an article titled Including
Teachers in the Student Mental-Health Continuum, authors Thomas J. Cottle and Jennifer Grief
Green explain: Despite their many other professional burdens, teachers remain in one of the
best positions to attend to children exhibiting mental distress.9 Regardless of the degree of
compassion and empathy necessitated by teachers in their day-to-encounters with children, they
also retain an air of objectivity. Unlike parents who may be reluctant to acknowledge their
childs internal struggles, teachers will not cling to an attitude of denial.10 Rather, they are able to
cast all emotions aside, definitively alerting parents and colleagues of the apparent mental illness
cues. Furthermore, according to Cheryl Hofweber, teachers hold an advantage due to their
consistently close access to pupils: Teachers can be the first to notice signs and symptoms of
mental illness in their students.11 School psychologists, hindered by their limited contact, cannot
easily track a star students decline into poor grades and social aggression.12 Additionally, much
the same as students depend upon teachers for support, teachers can only rise to the occasion
with ample guidance from school principals and other administrators. They need to be assured
that beyond training measures, initial detection, and interactions with students, acknowledged
protocols and channels of communication are put into practice. In the absence of ancillary
relationships, teachers can easily falter in respect to mental health obligations. As Mental
Health In Schools: How Teachers Have the Power to Make a Difference points out: Studies
show that students with emotional disturbance and poor social-emotional functioning have
difficulty meeting academic standards.13 In this seemingly vicious cycle, teachers will then fail
to adequately perform their explicit educational responsibilities as delineated in their job
descriptions. Without a doubt, administrators should therefore answer the call to action by
equipping teachers with a foundational mental health toolset.

The widespread absence of mental health training

The current mental health training available to teachers is either nonexistent or in a state of utter
disarray. Throughout the United States, the United Kingdom, and Canada, research confirms
drastic measures need to be taken for teachers to receive the rigorous training they desperately
need. The bulk of faculty members, academic advisers, and teachers in the United States at the
moment don't have a way to look at the problem, nor do they have a definition of what
constitutes well-being to guide their prevention and education programs.14 The National
Foundation for Educational Research, based in the United Kingdom, conducted a poll that
generated startling results. Sixty-two percent of teachers said they could competently evaluate a
students behavior and describe indicators of an underlying psychological problem.15 This
statistic in and of itself would seem to suggest teachers across the United Kingdom, with the vital
assistance of administrators, are already taking strides to appropriately eliminate the deficit paid

to mental health. Conversely, the poll also found that in spite of their confidence, only 32% of
teachers had received proper training.16 The lay person, without a firm and scientifically-based
understanding of mental illness, is bound to make faulty diagnoses, perpetuate misinformed
perspectives on psychological disorders, and mishandle both high and low risk situations. As a
result, the Foundation underscores administrative units in school systems must rectify this vast
lack of training immediately, as does an equally disturbing study originating from Edge Hill
University in the United Kingdom. The research team was similarly interested in analyzing the
efficacy of teachers in detecting symptoms of mental illness within their students.17 Just 43% of
experienced teachers and 51% of teachers-in-training reported high levels of confidence in
carrying out this task.18 Perhaps, the most telling aspect of this study is the percentage of
experienced teachers who were absolutely devoid of mental health training: 69%. 19 However, it
is important to note the majority of participants recognized the value in identifying psychological
or behavioral symptomatology and favored the implementation of more widespread training
programs.20 Crossing the Atlantic
The percentage of teachers with mental
Ocean in pursuit of better mental
health training, according to a study from
health training and the subsequent
Edge Hill University
proficiency in combatting mental
disorders appears futile. A survey
100%
completed by various school boards
in Ontario, Canada, revealed 93% of
50%
teachers lacked the necessary
69%
knowledge base, strategies, and
31%
supervisory support.21 With the
0%
number of students affected by
Trained
Not Trained
mental illness steadily rising, these
cumulative research findings are simply unacceptable. Every teacher in every district should not
only be entirely confident in dealing with mental disorder identification and intervention, but
also fully immersed in training initiatives as dictated by school officials.

Diverse mental health training methods share a common objective

The direct training methods for teachers will inevitably vary across school districts, but the
ultimate skillsets acquired should be fairly universal. All school administrators need to devote
professional time to workshops led by qualified psychologists or psychiatrists, be it in the form
of a one-day training program or recurring instructional sessions. The Mental Health and High
School Curriculum Guide provides a useful template, which can be tailored to meet the demands
of teachers interacting with students of all ages. Developed by Dr. Stan Kutcher, who is the Sun
Life Financial Chair in Adolescent Mental Health, in conjunction with the Canadian Mental
Health Association, the curriculum offers six modules.22 A training session specifically geared
toward teachers is also included to [examine] the basic concepts of mental health, the
epidemiology of mental disorders that typically onset in adolescence and factors associated with
stigma.23 Interestingly, the program mandates pre-examinations and post-examinations to
guarantee teachers and students have truly gained an improved understanding of mental health.24
Other training programs suggest teachers diligently keep a record of students shifting behaviors.
As mental health assessors, teachers should be aware of the school procedures and accepted
chain of command, thereby alerting social services personnel in an efficient manner. Supplying

concrete evidence will allow for the appropriate administration of treatment, as well as lessen
disbelief or hesitancy when parents are notified.25 It is critical teachers remain conscientious of
cultural differences throughout this process, as taboos may require the usage of euphemisms and
other sensitive language while describing mental illness cues.26 Regardless of the training means
schools opt to undergo, their success can be measured by a chief component. Teachers, first and
foremost, must be able to correctly identify a problem and then realize its potential linkage to a
psychological factor, as Shannon Kelleher writes in her thesis titled Teachers Beliefs About
Mental Health Issues.27 For example, a teacher who has considerable mental health training
should not struggle in detecting the warning signs of depression, including increased irritability,
declining grades, and social withdrawal.28 Furthermore, the Childrens Mental Health Disorder
Fact Sheet for the Classroom states the teacher should personally employ tactics in dealing with
depressed students, namely making individualized contact with them on a daily basis despite a
probable lack of receptivity during initial attempts.29 A fully trained and competent teacher may
augment this strategy by devising a lesson to address depression and suicide with all students.30
Yet, to reach this level of expertise and even make use of basic maneuvers, teachers must know
they not are acting alone. Educators must be able to rely on the backing of administrative
personnel from the time they receive training to the time that they may need to stage an
intervention. In essence, with the myriad of existing resources and subsequent ease in crafting
additional workshops, administrators sincerely owe it to the emotional and academic welfare of
students to facilitate sufficient mental health training for teachers.

Mental health training for the school at large

The formal training of teachers, aimed at the advancement of mental health promotion, will only
be effective following school-wide cultural shifts. The school environment is not immune to the
pervasive stigma associated with mental illness plaguing society.31 Teachers and students alike
are prone to think of depression, anxiety, and a host of other disorders as personal choices rather
than medical conditions unwillingly thrust upon individuals. Additionally, stereotypes still
spread like rumors throughout the school hallways, be it the student with schizophrenia who only
hears voices and will never be functional, or the student who is so OCD and spends hours
meticulously arranging items on a desk. To break down archaic and discriminatory opinions, the
introduction of mental health curricula by school administration or a board of education is in
order.32 If students are already enrolled in a health course to learn about the physical functions of
the human body, it seems a major oversight has occurred considering mental functions are
regularly glossed over.33 By achieving an intellectual framework pertaining to mental health,
students will no longer use derogatory terms, claiming someone is crazy or a sociopath.
More importantly, such a curricula will allow students to be more tolerant of peers suffering
from mental illnesses or more receptive to one-on-one teacher interactions if they are personally
battling a disorder.34 A masters thesis in education and human development titled How Schools
Can Support Mental Illness reinforces the notion of a school driven by inclusivity: All school
players, including students, need to act with acceptance and kindness to those suffering from
mental illness so further social stigma and pain can be reduced or minimized.35 School
principals should consider creating a task force to oversee the separate actions of teachers,
students, social services personnel, and other integral party members to ensure the improved
mental health climate does not retrogress.36 Hence, upholding enhanced and modernized

standards within academic environments paves the way for invaluable individualized training
among teachers.

Negative attitudes pose a threat to training initiatives

The feasibility of mental health training programs, even within schools that rightfully
acknowledge their innate worth, can be hampered by distorted attitudes. With perpetually
shrinking budgets, some school officials think allocating even a fraction of funding to mental
health training and promotion is out of the question. Pia Escudero, the director of the Los
Angeles Unified School Districts School Mental Health Crisis Counseling Services, echoes this
sentiment: Given the budget cuts, schools now have to decide whether to hire an assistant
principal, an instruction aide or a social worker. The choices schools have to make really push
mental health services to last place, almost like a luxury.37 This same circumstance has
manifested itself in Minnesota. Commissioner of the Minnesota Education Department Brenda
Casselius told the Star Tribune that in spite of the obvious need to hire mental health
professionals and provide guidance to teachers, the money is nonexistent.38 Conversely, as
aforementioned, the luxury of leaving mental illnesses unaddressed or undiagnosed can only
heighten the probability of behavioral issues and poor academic performance. Such issues could
fuel the hiring of additional support staff, most likely at a price that could have been avoided
with the establishment of mental health procedures. Improper handling of the budget wastes
precious dollars as school administration fails to create an environment conducive to
instructional success. In a separate feasibility obstacle, training could prove to be ineffectual if
teachers emerge with unaltered negative attitudes pertaining to mental health. Kelleher
emphasizes this potential shortcoming of training: If teachers believe that management and
recovery from mental issues [are] futile, their perceptions may have an impact on willingness to
refer students through the appropriate channels.39 On a similar note, teachers who report feeling
burdened by this duty and lacking in external guidance from school officials may unknowingly
undermine the very institution of mental health training. In a less toxic reaction, teachers may
merely reject their assessing roles altogether and ignore the presentation of symptomatology in
students.40 Or, far worse, when faced with ongoing behavior problems, teachers may bully and
ultimately treat [students] different than their peers, as predicted by Jamies Roigs doctoral
dissertation, Teacher Expectations of Children with Mental Illness in the Schools.41 As a
result, even the most comprehensive and promising training initiatives will collapse in the face of
these hurdles. Beyond laying the pivotal foundation of mental health awareness and detection,
additional programs need to be crafted by administrative functions to eradicate the final residues
of stigma and ignorance. Once all teachers undeniably exude tolerance and more funds are
generated for the sole purpose of mental health, training programs can endure and prosper.

Completing the child welfare equation

In other areas of training, teachers are wholly conscientious of their duty to protect the welfare of
students. A prime example hinges on the fact that teachers are mandated reporters of child abuse.
In accordance with state statutes, teachers adeptly execute this task; in fact, educational
personnel have reported 16.2% of child abuse cases over the last few decades.42 In
endeavoring to protect the wellbeing of children, administrators and legislators are forgetting to

factor in a vital piece of the equation. Although teachers bear witness to the pain inflicted upon
students by others, they shy away from the suffering students may bring upon themselves while
coping with a mental illness. Teachers cannot create a safe classroom environment devoid of
abuse either, as there is always a slight chance that mentally ill students may harm their peers.
Nevertheless, in light of the evolving responsibilities and vigilance of teachers, the idea of
implementing mental health training is not nearly as radical or far-fetched as one may believe. In
a child abuse and neglect manual, Cynthia Crosson-Tower writes that teachers have the official
capacity to report child abuse due to their close contact with children.43 This justification is
strikingly similar to the rationale for which teachers should adopt mental health assessing roles.
In effect, it is only a matter of time and understanding before the two analogous functions
equally weave themselves into the fabric of human awareness. The need for mental health
training to sit on its own pedestal of importance is ironically illustrated when Crosson-Towers
asserts: Educators are trained to recognize and intervene when children are not able to benefit
from their educational opportunities.44 Though this argument is clearly in support of mandated
child abuse training for teachers, the language could be seamlessly extrapolated and applied to
mental health training. Yet, in a narrow-minded view, legislators miss the opportunity to halt the
identical outcomes stemming from unaddressed mental health issues. The current campaign for
bettering the lives of students simply cannot leave its intended impact without a revamped
approach. Mental health has been overlooked for far too long, but with ample training and
external support, teachers can truly ensure the total welfare of their students.

Endnotes
1

Carol Kuruvilla, Vera Chinese, Families of Newtown Victims Say Adam Lanzas Mom Shares
Blame for Raising a Murderer, New York Daily News,
http://www.nydailynews.com/news/national/newtown-families-blame-adam-lanza-mom-raisingmurderer-article-1.1531903 (Nov. 29, 2013)
2
Ibid.
3
Becky Bratu, Connecticut School Shooting is Second Worst in US History, NBC News,
http://usnews.nbcnews.com/_news/2012/12/14/15909827-connecticut-school-shooting-issecond-worst-in-us-history (Dec. 14, 2012)
4
http://www.nydailynews.com/news/national/newtown-families-blame-adam-lanza-mom-raisingmurderer-article-1.1531903
5
Ibid.
6
Cheryl Hofweber, Teachers Can Help, Visions Journal 5 (2009): 21-22
7
Uknown, Mental Health Facts: Children and Teens, National Institute of Mental Health,
infographic
8
Shannon R. Kelleher, Teachers Beliefs About Mental Health Issues, Electronic Thesis at
California State University San Benardino,
http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1014&context=etd (June 2014)
9
Thomas J. Cottle, Jennifer Greif Green, Including Teachers in the Student Mental-Health
Continuum, Editorial Projects in Education,
http://www.edweek.org/ew/articles/2014/06/20/36cottle.h33.html (June 20, 2014)
10
Ibid.
11
Hofweber, 21-22
12
Ibid.
13
Leigh Meldrum, David Venn, Stan Kutcher, Mental Health in Schools: How Teachers Have the
Power to Make a Difference, Dalhousie University IWK Health Centre, http://www.ctffce.ca/Research-Library/Issue8_Article1_EN.pdf
14
Henry G. Brzycki, Faculty Members Must Play a Role, Inside Higher Ed,
https://www.insidehighered.com/views/2016/01/05/helping-faculty-members-help-improvestudents-mental-health-essay (Jan. 5, 2016)
15
Uknown, Teachers are Not Fully Equipped to Tackle Mental Health, Young Minds,
http://www.youngminds.org.uk/news/blog/3158_teachers_are_not_fully_equipped_to_tackle_me
ntal_health
16
Ibid.
17
Adi Bloom, Confidence deficit: why teachers say they dont spot pupils mental illness, TES
Global Ltd, https://www.tes.com/article.aspx?storycode=6058863 (Aug. 5, 2014)
18
Ibid.
19
Ibid.
20
Ibid.
21
Sakina Rizvi, Mental Illness in the Classroom: How Educators Can Help Students Succeed,
Ingle International, https://www.studyinsured.com/health-tips/educators-agents/student-mentalhealth/mental-illness-in-the-classroom-how-educators-can-help-students-succeed/ (Aug. 22,
2013)

22

Yifeng Wei, Alan McLuckie, Stan Kutcher, Training of Educators on the Mental Health &
High School Curriculum Guide at Halifax Regional School Board Execute Summary, Teen
Mental Health, http://teenmentalhealth.org/toolbox/mental-health-high-school-curriculumtraining-executive-summary-evaluation-part-1/
23
Ibid.
24
Ibid.
25
https://www.studyinsured.com/health-tips/educators-agents/student-mental-health/mentalillness-in-the-classroom-how-educators-can-help-students-succeed/
26
Ibid.
27
http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1014&context=etd
28
Uknown, Childrens Mental Health Disorder Fact Sheet for the Classroom,
SchoolMentalHealth.org, chart
29
Ibid.
30
Ibid.
31
http://www.ctf-fce.ca/Research-Library/Issue8_Article1_EN.pdf
32
Ibid.
33
Ibid.
34
Ibid.
35
Elizabeth J. Jones, How Schools Can Support Students with Mental Illness, Education and
Human Development Masters Thesis at The College at Brockport: State University of New
York,
http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1599&context=ehd_theses
(June 15, 2015)
36
http://www.ctf-fce.ca/Research-Library/Issue8_Article1_EN.pdf
37
Jane Meredith Adams, New push for mental health training for teachers and principals,
EdSource, http://edsource.org/2013/task-force-recommends-including-mental-health-training-inteacher-credential/33503 (June 21, 2013)
38
Jeffrey Meitrodt, Mentally troubled students overwhelm schools, Star Tribune,
http://www.startribune.com/mentally-troubled-students-overwhelm-schools/216300511/ (July
22, 2013)
39
http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1014&context=etd
40
Ibid.
41
Jamie Lee Satterly Roig, Teacher Expectations of Children with Mental Illness in the Schools,
University of Kentucky Doctoral Dissertations,
http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1181&context=gradschool_diss (2011)
42
U.S. Department of Health and Human Services, The Role of Educators in Preventing and
Responding to Child Abuse and Neglect, 2003. Child Abuse and Neglect User Manual Series, 112.
43
Ibid.
44
Ibid.