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Mental, Emotional, and Behavioral Disorders Among Teens

Ensuring the academic achievement and success of a student is the primary goal of educators. However, as most educators will attest, there are many factors that can affect a student’s performance in the classroom. Mental, emotional, and behavioral disorders can have a dramatic effect on a teen’s academic achievement. Even though most children and teens experience normal development, the prevalence of disorders such as attention-deficit/hyperactivity disorder (ADHD), anxiety, and depression is often underestimated within the classroom.

According to a new article, written by Mary E. Evans, RN, Ph.D., FAAN, and published in the Journal of Child and Adolescent Psychiatric Nursing, around one in five young people in the U.S. have a mental, emotional, or behavioral disorder. Approximately six to nine million children have a severe emotional disturbance. About half of all adults diagnosed with mental disorders state that their mental disorders began by their mid-teens. If left untreated, mental health problems among teens have very serious consequences. The study states that early onset of mental health problems have been associated with the failure to complete high school, increased risk for psychiatric and substance abuse problems, as well as teen pregnancy.

However, according to Evans’ study, mental, emotional, and behavioral disorders among children and teens can be reduced. Early detection and treatment can improve the long-term outcomes of such disorders. Specific risk factors have been identified as precursors to such disorders. For example, particular behavioral and thought patterns are risks for the development of depression. Aggressive and antisocial behavior in early childhood is also a key risk factor for developing mental, emotional, and behavioral disorders. In addition, heredity and environmental factors such as poverty, marital conflict, poor peer relationships, and violence can increase risk. Dr. Evans argues that the risk of mental illness can be better identified, treated, and reduced by using intervention programs in schools, communities, and health care settings.

Providing mental health interventions in the classroom must be approached with care and coordinated with school and district leadership. However, developing appropriate and effective mental health education curricula is an excellent way to begin discussions with administrators about the necessity of interventional programs in schools. The following resources provide ideas and strategies for developing mental health curriculum and opening the channels of communication with school leadership:

• Health Education Curriculum Analysis Tool (HECAT)
  The Health Education Curriculum Analysis Tool (HECAT) can help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on the National Health Education Standards and CDC’s Characteristics of Effective Health Education Curricula. The HECAT results can help schools select or develop appropriate and effective health education curricula and improve the delivery of health education to address mental health and other health education topics.
• Registries of Programs Effective in Reducing Youth Risk Behaviors
  Various federal agencies have identified youth-related programs that they consider worthy of recommendation based on expert opinion or a review of design and research evidence. These programs focus on different health topics, risk behaviors, and settings including issues related to mental health.