by Makayla Robillard
The aim of this policy recommendation is to shed light on the necessity of bringing certain changes to the present laws concerning mental health and wellbeing policies in the high school environment.
There are many misconceptions associated with therapy causing more and more mental health issues, especially in high school institutions. This is why the Wellbeing in Schools Movement proposes policy changes in order to accommodate therapists into schools.
Policymakers take note: This shall be put in place to allow people to attend therapy with the intention of getting professional help and real advice and receive education to better understand why it’s worth talking about.
The estimated prevalence of mental health issues among secondary students is very high. In 2016, there was 2,095 youth who went to an Alberta emergency room for the first time for self-harm injuries (Pathways to Hope, Pathways to Hope: Best Practices in Suicide Prevention for Alberta Schools, p. 9). Youth are prone to predictive disorders because of constant pressure from family members and teachers causing anxiety, stress, and depression. This highlights the importance of the prevalence or promotion of changing our ways to be able to better accommodate teenagers and reduce their chance of having mental health issues.
Policymakers take note: There are many risk factors at play that can influence a student's mental health: loneliness, neglect from family, exposure to violence/ abuse, low income, discrimination, inequalities, and negative sense of self. These factors can be improved by implementing this new policy.
There are guidelines and strategies that have been established but no actions being taken to make them happen. Teachers are always open to talking but no rules have been given to better benefit the student at hand and provide help.
Policymakers take note: Written within this policy would be the specific guidelines to the new rules including a therapist would be assigned to every school and a schedule would be made with the goal that every student attends the therapy sessions at least once. This would also mean that teachers would have more time to concentrate on the teaching aspect of school.
Welcoming, caring, respectful and safe environments have been created with the help of the whole-school approach. Quality instruction allows there to be a diverse span of strengths, needs and challenges related to learning. The ability to learn about communication and emotions have been included in lessons, activities and practices in the classroom. MENTAL HEALTH IN ALBERTA SCHOOLS
Policy makers take note: These strategies are not sufficient as students don’t have any in school staff to communicate their challenges to and therapists are not required to be on school grounds.
In Scandinavia, they have found a way to completely erase the mental health stigmas by boosting their mental health services and educating the population early. Mental illnesses in Scandinavia are now perceived as a treatable medical condition, rather than a weakness or something to be ashamed of. Denmark is known as the happiest country in the world due to its free healthcare and accessibility to mental health facilities. Examining Scandinavian Mental Health
Policymakers take note: We can completely eliminate the misconceptions and stereotypes of therapy in Alberta, by taking action now!
Scope: Adapting this policy will help to reduce suicide, bullying, and depression rates in adolescents and help to improve wellbeing for all.