Globally, it is estimated that one in seven (14 per cent) of 10–19-year-olds experience mental health conditions, yet these remain largely unrecognised and untreated.

The World Health Organization (WHO) adds that adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health, and human rights violations.

Adolescence is a crucial period for developing social and emotional habits important for mental well-being. These include adopting healthy sleep patterns; exercising regularly; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Protective and supportive environments in the family, at school, and in the wider community are important. However, there are many factors that can impact the holistic development during adolescence.

The WHO comments that multiple factors affect mental health. Importantly, the more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors that can contribute to stress during adolescence include exposure to adversity, pressure to conform with peers, and exploration of identity.

Media influence and gender norms can exacerbate the disparity between adolescents’ lived reality and their perceptions or aspirations for the future. Other important determinants include the quality of their home life and relationships with peers. Violence (especially sexual violence and bullying), harsh parenting, and severe and socio-economic problems are recognised risks to mental health. Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services.

Culturally responsive teaching means using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction. The term was coined by researcher Geneva Gay in 2000, who wrote that “when academic knowledge and skills are situated within the lived experiences and frames of reference for students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly”.

Global education systems, like most other systems, oftentimes dehumanise its stakeholders. In a dispensation of data-driven schema and the celebration of high achievers student outcomes are devoid of much human element. Students in this era are rendered as merely statistics and, sadly, policies are created to fit such numbers.

While we acknowledge that policymaking is a challenging task, the emphasis ought not to be solely on science, technology, engineering and mathematics (STEM) and science, technology, engineering, the arts and mathematics (STEAM). What happens when the steams run out, as is the case in a growing number of instances. The student, as a person, is not seriously accounted for. In fact, the teacher as a person is also treated similarly. Unfortunately, both major players are not coping well given that global education systems are not geared to identify those in need of mental health support. Mental health and mental wellness are frequently spoken about after the fact. The symptoms are often ignored or avoided. The after-the-fact approach is often too late for some students who are struggling.

In many instances, students are timetabled with an overload of subjects. Educators must be mindful that the education system, despite having a National Standards Curriculum, is not a one size fits all. At the primary level many students upon exiting are psychologically drained. The Primary Exit Profile (PEP) currently covers three years during which students are required to sit seven papers, a lengthy and stressful process.

PEP, which begins at grade 4, is rigorous, stressful, and at times detached from the realities of many students. As a result, by the time some students arrive at the secondary level they are emotionally struggling. Added to this fact, there are no social workers stationed at public schools and guidance counsellors are overwhelmed. To add insult to injury, frequently there are no guidance counsellors.

Not all students will be able to manage eight or nine Caribbean Secondary Education Certificate (CSEC) subjects. Of course many will attempt to do so, but what is required is a comprehensive policy of psycho-social support for all students at both the primary and secondary levels.

So many students are suffering from depression and mental ill health. Undoubtedly, the stigma and discrimination contributes greatly to the guarded and half-hearted support to this illness. The situation is even worse for rural students, where access to psychological services are not as readily available.

The WHO states that emotional disorders are common among adolescents. Anxiety disorders (which may involve panic or excessive worry) are the most prevalent in this age group. Depression and anxiety share some of the same symptoms, including rapid and unexpected changes in mood, which can profoundly affect school attendance and schoolwork. Social withdrawal can exacerbate isolation and loneliness. Depression can lead to suicide.

Adolescence is that stage of trying to fit in. It is that period of enslavement to fit with fashion and whatever else is trending. Those adolescents who dare to be different are frequently bullied and ridiculed. These collision of emotions are a major contributing factor to mental health challenges.

Unfortunately, mental health promotion and prevention is currently lacking across the society. Unquestionably, this subgroup in the society is most vulnerable. Mental health promotion and prevention interventions aim to strengthen an individual’s capacity to regulate emotions, enhance alternatives to risk-taking behaviours, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks.

Undoubtedly, more attention and support are needed to scaffold this vulnerable subgroup in our society.

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. Send comments to the Jamaica Observer or waykam@yahoo.com, @WayneCamo.

Wayne Campbell