As National Suicide Prevention Month unfolds, the conversation about mental health takes on a heightened sense of urgency, especially within our K-12 schools. The pressures students face today—whether academic, social, or personal—can sometimes feel overwhelming, and these pressures often manifest as signs of distress that may go unnoticed until it’s too late.
Recognizing these signs early is crucial; parents and teachers play pivotal roles in identifying and supporting students through challenging times.
Why Early Recognition Matters
In an ideal world, every child would feel comfortable sharing their feelings openly. However, the reality is that many children and adolescents struggle to articulate their emotions, either because they don’t fully understand them or because they fear the consequences of sharing.
This is where the importance of early recognition comes in. By paying attention to subtle changes in behavior, adults can step in with support before a student’s distress escalates into something more severe.
Kay Kelly, Ed. S., a School Psychologist on eLuma’s team, emphasizes the importance of early recognition,
“If we wait for our students to come to tell us what is wrong, we miss out on early intervention at any age. The behavior will come first, and we are in an excellent position with our families and our students to recognize, not react, to the behavior.”
Understanding the Developmental Signs of Distress
Dr. John Kelly, an expert in school psychology, emphasizes that signs of distress can vary significantly depending on the student’s developmental stage. Recognizing these signs requires understanding what is developmentally appropriate versus what may be cause for concern.
Early Childhood (Ages 4-7)
At this age, children are still developing the language skills needed to express complex emotions. As a result, distress may manifest through:
- Regressive behaviors: If a child suddenly begins to exhibit behaviors they had previously outgrown—such as thumb-sucking or bedwetting—it could indicate stress or anxiety.
- Physical symptoms: Frequent complaints of stomach aches or headaches, especially with no clear medical cause, can be signs of emotional distress.
- Heightened attachment: A child who becomes unusually clingy may be experiencing anxiety or insecurity that needs to be addressed.
Middle Childhood (Ages 8-12)
As children grow, they begin to navigate more complex social and academic environments, which can introduce new stressors:
- Academic decline: A sudden drop in grades or a noticeable lack of interest in schoolwork can be a red flag for underlying emotional issues.
- Social withdrawal: If a child starts avoiding friends or family or stops participating in activities they once enjoyed, it could be a sign of depression or anxiety.
- Difficulty focusing: While inattention can sometimes be mistaken for ADHD, it may also be a symptom of anxiety, particularly if the child appears to be internally preoccupied.
Adolescence (Ages 13-18)
Teenagers face the challenge of developing their identity while managing increased responsibilities and social pressures:
- Mood swings and irritability: While moodiness is typical in adolescence, extreme or prolonged irritability may signal something more serious, like depression.
- Sleep disturbances: Changes in sleep patterns—whether insomnia or excessive sleeping—are often linked to anxiety or depression.
- Risky behaviors: Experimentation with substances, breaking rules, or engaging in unsafe activities can be cries for help, indicating the student is struggling with overwhelming emotions.
Beyond Recognition: Building a Supportive Environment
Recognizing signs of distress is just the first step. The next, and equally important, step is creating an environment where students feel safe to express their emotions and seek help. Dr. Kelly emphasizes the critical role of relationships in this process. When students feel heard and understood, they are more likely to open up about their struggles.
How to Foster Open Communication
- Notice Out Loud: If you observe concerning behavior, gently acknowledge it without judgment. For example, instead of saying, “Why are you so quiet today?” try, “I’ve noticed you’ve been a little quieter than usual. Is everything okay?”
- Active Listening: Listen without interrupting or jumping to conclusions. Reflecting on what the student has said shows you’re engaged in the conversation.
- Stay Calm and Supportive: Children and teens are highly perceptive and can pick up on your emotions. Maintaining a calm and supportive demeanor can help them feel more at ease.
The Role of Schools as a Mental Health Resource
In many cases, schools are not just educational institutions but also frontline providers of mental health services. With over 80% of the mental health services received by children happening within schools, it’s clear that educators and school administrators have a crucial role in supporting student wellness.
When to Seek Help
If you notice that a student’s distress is severe or persistent, it’s important to seek additional support. School psychologists, counselors, and social workers are trained to handle complex mental health issues and can offer guidance on the best course of action. Don’t hesitate to reach out to these professionals—they are there to help.
A Collective Effort
As we observe National Suicide Prevention Month, let’s remember that supporting student mental health is a collective effort. By staying attuned to the signs of distress and fostering an environment of open communication and support, we can make a meaningful difference in the lives of our students.
Kay Kelly, Ed. S. concludes,
“I am hopeful that with the recognition of Suicide Prevention in September, we can raise awareness and intervene early to support students of all ages as they build their mental wellness skills. And we can encourage the adults in their lives to rethink seeing behavior as insight that can be helpful in how we initiate those needed conversations.”
At eLuma, we recognize the immense pressure this places on teachers and school staff. That’s why we’re committed to providing the tools and resources needed to meet these challenges head-on. From online therapy services to professional development, we aim to empower schools to address their students’ mental and behavioral health needs effectively.
We’re here to support you in this mission. Whether you’re a parent, teacher, or school administrator, remember that you are not alone. Together, we can build a brighter, healthier future for all our students.
If you or someone you know is struggling with thoughts of suicide, please reach out to the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or text HOME to 741741 to connect with a crisis counselor.
About Dr. John Kelly
Dr. John Kelly is a retired school psychologist from the Commack School District, where he served for 35 years. He is an Adjunct Professor at St. John’s University in the School Psychology program and holds a Ph.D. in Clinical and School Psychology from Hofstra University.
Dr. Kelly has presented at national and international conferences on mental health, school psychology advocacy, education legislation, leadership, bullying prevention, and suicide awareness.
He serves on the Executive Board of the New York Association of School Psychologists (NYASP) and is a former President of the National Association of School Psychologists (NASP). His accolades include NYS School Practitioner of the Year (2001) and NASP School Psychologist of the Year (2003).
