Mental health at school

The theme of mental health has increasing gain prominence in the educational context, which could make us suppose that there was a decrease in drug administration to the younger ones. However, this is not what we watch.

Due to the lack of means, the bet often translates not so much in the real promotion of mental health, but in signaling and referral for external intervention.

Promoting mental health should be much more than being aware of students’ needs and suggesting the referral to services in society where – without knowing the child or being able to follow up close – a solution is found that is more aware of the consequences than the cause of the ‘problem’. Too many times the child comes out of the medicated appointment, is more attentive, the teacher is easier to teach and his colleagues thank you. It is identified the origin of what led it there. Why was it more agitated, reacting more impulsively or challenging. In the end, who really helps the child? What will happen to what you could not name, identify or express otherwise? It is important to have present that the problem was not solved, it was only silenced.

The focus must be on discovering and rescuing the child behind the symptom. But this is a work that has to be integrated, it is time consuming and needs many resources.

For example, the presence of a specialized multidisciplinary team and extended enough to ensure effective service to all students in each school is far from being a reality, but this is one of the essential requirements for continuous and integrated follow -up that makes really sense and difference.

The affective relationship that the teacher establishes with the child, the moments of sharing, of true listening and the attempt to understand without judgments create a space where the child feels well and safe. In the same vein, the bet on the formation of educators and teachers in the area of ​​child development has to be a priority, so that they can understand, identify and deal with signs of anguish, anxiety or psychic suffering that may arise, for example, in the form of ‘bad behaviors’.

It is important that the environment and teaching method are flexible to adapt to the different ways of being and learning of children. For example, prioritize more visual activities for more imaginative children or practical tasks for the busiest. Instead of being children, in their diversity, to adjust to teaching methods through medication.

Characteristics of each child, such as curiosity, creativity, critical thinking, the ability to fantasize or the mill, instead of becoming a barrier and fading, should be supported and valued and reflections on ‘school use’.

We know that sometimes symptoms speak. And it is important that they do it. Sometimes they speak too high and in unique, often even exasperating and aggressive ways, but they are no more than a window to what is inside. It is important to try to interpret them, listen to them, try to translate what they say. Although it is not always easy, we should not feel them as an attack, but rather as a request for help, as a scream of despair. Silence them and ignore your message will not solve the problem.