The key impacts of mental health difficulties on education and learning are considered
and observing and recording issues are discussed.
The table on the next slide clearly highlights the impact of mental health difficulties
upon education and learning.
When one examines prevalence figures, it is vital to be aware of the:
- Definitions used;
- Sampling issues; and
- Assent issues.
Memory impairment is a frequently observed consequence of mental health issues.
Students may struggle to learn new material or recall previously learned material.
Such difficulties exacerbate learning difficulties and disabilities already encountered
by students with complex needs. If they are to reach their full potential it is essential
that their mental health needs are addressed.
Mental health issues are positively correlated with absenteeism from school. A
1999 review of the mental health of children and adolescents in Great Britain established
that children with a mental health issue were twice as likely as other children to
be absent from school for a period of 11 days or more (Meltzer et al, 2000).
In a 2004 follow-up study, it was revealed that 14% of those with mental health disorders
had been absent from school for more than 15 days in the academic year, compared to
only 4% of children without mental health issues (Green et al, 2005). Clearly, such
absence impacts upon student learning and engagement.
Similarly, another study has shown that psychiatric disorders (particularly depression)
interfere with children's ability to concentrate on cognitive tasks and this can affect
their ability to learn (Canadian Council on Learning, 2009).
Holdsworth and Blanchard (2006) identified four key areas that enhance achievement and learning engagement for students with high mental health needs:
- A holistic, trans-disciplinary approach;
- Specific activities designed to promote strong relationships with peers, teachers and the school;
- Relevant curriculum content and appropriate teaching and learning approaches; and
- Shared decision making, which promotes each student's voice.
How do you build shared decision making into the lives of students with communication
difficulties?
Read the following paper:
McConnell, S.R. (2002) Interventions to Facilitate Social Interaction for Young Children
with Autism: Review of Available Research and Recommendations for Educational Intervention
and Future Research, Journal of Autism and Developmental Disorders, 32 (5).
Next, record your own ideas as to how you can build shared decision making into the
lives of your student population.
Holdsworth, R and Blanchard, M (2006) Unheard voices: themes emerging from studies
of the views about school engagement of young people with high support needs in the
area of mental health, Australian Journal of Guidance and Counselling, 16
(1), 14–28.
Green, H, McGinnity, A, Meltzer, H, Ford, T and Goodman, R (2005) Mental Health
of Children and Young People in Great Britain, 2004. Basingstoke: Palgrave Macmillan.