Dear Editor,

Globally, the statistics are sobering. Research shows that 1 in 7 children and adolescents (ages 10-19) experience mental health conditions such as anxiety, depression, or behavioural disorders. The Centers for Disease Control and Prevention (CDC) reports that 21 per cent of children (ages 3-17) in the US have been diagnosed with a mental, emotional, or behavioural health condition: 11 per cent with anxiety, 8 per cent with behavioural disorders, and 4 per cent with depression.

Gender differences are clear. Boys are more likely to be diagnosed with behavioural disorders than girls, while girls are more likely to experience anxiety and depression.

Mental health challenges often begin early. One-third of all conditions emerge before age 14, and half before 18. Early intervention can prevent more serious difficulties later in life. Unfortunately, many children — especially in low- and middle-income countries — still face barriers such as stigma, cost, and limited access to professionals.

Spotting emotional distress early allows adults to respond before problems escalate. Some common signs include:

• Withdrawal: The child isolates themselves, avoids peers and parents/adults, avoids class/school or loses interest in activities once enjoyed.

• Overly quiet: Silence and lack of participation may hide emotional struggles.

• Always anxious: Complaints of headaches, stomach aches, or resistance to school may signal anxiety.

• Aggression: Physical aggression towards themselves, peers, siblings, or animals can indicate distress.

• Negative self-talk: Statements like “I hate myself” or “I want to die” should never be ignored.

• Defiance and rebellion: Persistent rule-breaking or disrespect may be a cry for help, not simple misbehaviour.

• Changes in mood and behaviour: Changes in sleep patterns, such as difficulty sleeping or sleeps too much, nightmares, irritability, prolonged sadness, unusual fears, changes in eating habits (refuse to eat or eating more than usual), thumb sucking, and bed-wetting are red flags that require attention.

• Difficulty with focus: Changes in concentration and focus at school — difficulty staying focused or paying attention in class/during activities and always sleeping in class are warning signs.

• Academic decline: A significant drop in grades or performance in school.

Whether these types of behaviour stem from stress, trauma, or mental health conditions, they warrant attention — not punishment. If these signs are observed consistently in multiple settings (home, school, church, community (park/playground/events), it is very important that intervention measures are put in place to address them.

Adults can:

• Create safe and predictable environments. Children thrive when they feel secure and understood. Consistent routines reduce anxiety.

• Build strong relationships. A trusted adult can make all the difference. Spend one-on-one time with children, do daily check-ins/check-outs (not only when something bad happens), listen actively, and validate their feelings.

• Use trauma-informed practices. When behaviour stems from trauma, punitive responses can do harm. Instead of asking: “What’s wrong with you?” it is better to ask: “What happened to you?”

• Promote emotional literacy. Help children recognise and name their feelings. Tools like emotion charts, feelings journals, and storybooks teach emotional vocabulary. Mindfulness, breathing, or movement breaks can help children regulate stress and build self-awareness.

• Collaborate with multidisciplinary teams. Supporting children’s mental health requires teamwork. Schools should involve counsellors, psychologists, social workers, and special educators. Families can engage youth counsellors at church or pastors when appropriate.

• Empower families. Parents and caregivers play a vital role. Schools can host workshops on children’s mental health and behaviour strategies, share community resources, and encourage open communication between home and school.

• Normalise help-seeking. Reduce stigma by making counselling and wellness supports visible. Schools can designate wellness spaces and promote positive mental health messages.

• Advocate for systemic change. Lasting impact requires policy action. Schools and parent groups can advocate for more funding for school-based mental health services, training for educators in behaviour and emotional support, and inclusive education policies that recognise emotional well-being as part of learning.

Children’s mental health is everyone’s business — educators, parents, community members, and policymakers alike.

Dr Kishi Anderson Leachman

Assistant professor at the University of Winnipeg, Canada