Introduction
Everyone is exposed to different emotions daily, but school is where mental health is the most vulnerable. It all starts in first grade: even at that age, children get used to being constantly evaluated and ranked. As a result, many students perceive success as a failure because everything they do could have been done better.
Society-imposed perfectionism undermines mental health, and it is important to convey to children that failure is normal. The school environment is integral to a child’s future success. A student’s mental health should be at the forefront of every school because the level of psychological comfort determines the outcome and allows for forming a mature and healthy personality.
Specifics of the School Environment
School life should be subordinated to creating psychological comfort in the classroom. Psychologists characterize a child’s transition from kindergarten as emotionally challenging (Raines, 2019). Learning in school should bring joy to children, but it is often accompanied by negativity.
For 85% of all failing children, poor mental health is the main reason for falling behind in school (Hoover & Bostic, 2021). Coercive pedagogy creates a fear of failure or being publicly punished by everyone involved in the pedagogical process. The desire for dominance and power often serves as an excuse for the best pedagogical intentions (Duong et al., 2021). However, every school must work to benefit children by putting their psychological comfort first.
Work built on the psychological characteristics of students will avoid anxiety, depression, and aggression. After all, these emotions are increasingly present in the psychological portrait of preschool and school-age children (Fazel & Kohrt, 2019). Along with the search for new pedagogical technologies associated primarily with integrity, humanization, and a person-centered approach, schools should help children realize their educational needs and humanity and form a positive education system. This goal is achievable; to achieve it, it is crucial to communicate the essence of mental health to every teacher and parent.
Conclusion
Thus, students’ mental health depends on the cooperation of teachers and parents. If parents and teachers start talking to children about mental health, giving it the same importance as academic success, it will teach youngsters to accept support and ask for help when required. Mental health is a basis that is needed to realize resource potential, successfully cope with possible stressful situations, and learn effectively. The results directly depend on psychological comfort, which guarantees flourishing learning and the development of effective relationships both inside and outside the school community.
References
Duong, M. T., Bruns, E. J., Lee, K., Cox, S., Coifman, J., Mayworm, A., & Lyon, A. R. (2021). Rates of mental health service utilization by children and adolescents in schools and other common service settings: A systematic review and meta-analysis. Administration and Policy in Mental Health and Mental Health Services Research, 48, 420-439. Web.
Fazel, M., & Kohrt, B. A. (2019). Prevention versus intervention in school mental health. The Lancet Psychiatry, 6(12), 969-971. Web.
Hoover, S., & Bostic, J. (2021). Schools as a vital component of the child and adolescent mental health system. Psychiatric services, 72(1), 37-48. Web.
Raines, J. C. (Ed.). (2019). Evidence-based practice in school mental health: Addressing DSM-5 disorders in schools. Oxford University Press.