Analysis: It is estimated that as many as one in five school age children in Ireland now experience mental health difficulties
Based on my experience as a teacher, researcher, psychologist and mental health advocate, I am acutely aware that children's mental health issues have garnered increased interest in recent years. It is estimated that as many as one in five school age children now experience mental health difficulties in Ireland (Lynch et al., 2023). This growth in numbers has been attributed to the psychological impact of the Covid-19 pandemic on the mental health of so many children.
Indeed, we know that happy children learn better and there is a body of research, which shows that emotional well-being and academic performance often go hand in hand (Cefai & Cavoni 2016; Colman et al., 2009; Moilanen et al., 2010). As the mental health needs of children grow the role of teachers in supporting these children becomes increasingly pivotal. Schools are viewed by many as ideal places for prevention and early intervention, given that children (especially at primary level) spend over half of their waking hours with their teacher in school.
Furthermore, teachers can observe children across various settings, such as the playground, the classroom, school performances and trips. Teachers can act as "gateway providers", by identifying children who may be experiencing difficulties with mental health and making the necessary onward referrals. However, several barriers are placed in front of teachers which prevent them from identifying these children and providing them with the necessary supports.
We need your consent to load this rte-player contentWe use rte-player to manage extra content that can set cookies on your device and collect data about your activity. Please review their details and accept them to load the content.Manage Preferences
From RTÉ Radio 1's Today with Claire Byrne, GP Dr Harry Barry and UL's Dr Ann-Marie Creaven on helping young people to be more mental health aware
A recent study published in the British Journal of Educational Psychology, shed light on a number of barriers to the mental health assessment process in schools. This comprehensive review included 19 studies from 6 countries and examined research on teachers views across the US, UK, Norway, Turkey, Australia and the Netherlands.
The most common barrier identified in this study was lack of training. Teachers reported feeling undertrained to handle mental health issues. Some teachers commented that this training needs to be specialised, accredited and that it needs to include information on warning signs or risk factors (particularly for internalising difficulties such as anxiety and depression) best practices in confidentiality procedures, and self-assessment of their own mental health.
Read more: 3 big questions in Irish primary school education right now
This gap in training contributes to the lack of confidence and knowledge expressed by so many teachers who are very often on the front-line, and left to deal with these difficulties in the classroom while tackling lengthy waitlists for mental health services. Indeed, many teachers spoke about a fear of making things worse and felt incompetent and frustrated and in some cases, helpless.
This review found that parents and the school culture play vital roles in the mental health assessment process. Teachers expressed frustration with parents who were reluctant to get on board when further assessment or an onward referral was necessary. Whereas the supportive school culture was viewed as crucial in ensuring mental health resources are prioritised and that the school affords mental health the "weight" it deserves. If parents are not onboard and the school culture is not prioritising mental health this significantly affects the effectiveness of assessments and interventions.
We need your consent to load this rte-player contentWe use rte-player to manage extra content that can set cookies on your device and collect data about your activity. Please review their details and accept them to load the content.Manage Preferences
From RTÉ Radio 1's Drivetime, Minister Mary Butler announces allocation of additional €10 million to enhance mental health services
This study discussed the mixed effectiveness of external mental health services, both in terms of access and quality. Lack of prompt assessment and poor signposting were two key issues, leaving teachers disenchanted with external services.
Teachers' views on their role in supporting children's mental health were mixed. Some felt they had a duty of care, while other teachers felt they didn’t have capacity to support children and viewed their role as exclusively focused on academic duties. This divided opinion underscores the need for policy documents on mental health in schools to be reviewed. This is timely given the redevelopment of the primary school curriculum and the launch of the new primary curriculum framework in March 2023.
Furthermore, every effort must be made to empower teachers, so they feel competent and confident in engaging in assessing mental health. Opinions were also divided in terms of the impact of a teacher's own mental health on their ability to identify children with mental health difficulties, indicating a need for more research in this area.
In light of these findings, it is imperative for policymakers to equip teachers with this specialised training (both through pre and in-service training), while policy needs to be updated clarifying the teachers’ role. Additionally, it is crucial to ensure timely access to external services.
We need your consent to load this rte-player contentWe use rte-player to manage extra content that can set cookies on your device and collect data about your activity. Please review their details and accept them to load the content.Manage Preferences
From RTÉ Radio 1's Drivetime, John Boyle, INTO General Secretary discusses teacher burnout
Despite these necessary measures, the teaching profession is already under significant strain, with demands on educators increasing each year. Teacher burnout is a critical issue that requires careful monitoring. The curriculum is undergoing changes and particularly during its initial implementation, additional burdens will be placed on teachers, necessitating training in various areas. However, this new Primary Curriculum Framework incorporates discretionary time allowing teachers to allocate additional time to spend as they see fit. This is promising, as it enables teachers to prioritise certain areas and represents a progressive step towards granting teachers the space to promote the mental health of their pupils.
To fully address these obstacles, empowering teachers involves several steps: improving their training, enhancing their knowledge and confidence in mental health, embedding mental health into school culture, clarifying the teacher's role, and ensuring timely access to external services. Only when these barriers are overcome can teachers create an environment where children can truly thrive.
Follow RTÉ Brainstorm on WhatsApp and Instagram for more stories and updates
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
