Mental health is an essential component of overall health and well-being for children and adolescents (García-Carrión et al., 2019). Unfortunately, many young people are facing mental health challenges, and the prevalence of mental health conditions is increasing. Mental health concerns have become an increasingly prevalent issue in recent years, with many young people struggling with anxiety, depression, and other mental health disorders (World Health Organization, 2021). The COVID-19 pandemic has further highlighted the need for mental health resources for adolescents as they face unique challenges and stressors during this unprecedented time. 

One of the biggest challenges facing adolescents during the pandemic was the disruption of their daily routines and social connections. Many teenagers were forced to stay at home and attend school remotely, which has led to feelings of isolation and loneliness. Others may have experienced disruptions in their home lives, such as financial instability or family members becoming ill with COVID-19, which can contribute to anxiety and depression. 

One way to address the child and adolescent mental health crisis is by promoting mental health literacy (Nobre et al., 2021). Mental health literacy refers to the knowledge, skills, and abilities that enable individuals to recognize, understand, and respond to mental health issues. It involves being able to identify the signs and symptoms of mental illness, understanding the causes and risk factors, and knowing where to seek help and support (Jorm, 2000). Mental health literacy is important because it can help reduce the stigma surrounding mental illness and increase access to effective treatment. When individuals are equipped with knowledge and understanding of mental health issues, they are more likely to seek help when needed and provide support to others who may be struggling. By promoting mental health literacy, parents and caregivers can better support their child’s mental health and overall well-being. Additionally, schools and community organizations play a role in supporting the development of mental health literacy by offering mental health resources such as counseling services, peer support groups, and educational programs that teach coping skills and stress-management techniques. These resources are especially important for adolescents who may not have access to mental health services outside of school or who may not feel comfortable seeking help from their families. 

Suggestions for Family Life Educators 

1. Incorporating mental health into Family Life Education. Parents and caregivers can learn strategies to promote positive mental health and prevent the development of mental health concerns in their children. These strategies may include teaching coping skills, such as stress management, problem-solving, and communication. Family Life Education can also promote healthy lifestyle habits, such as regular exercise, good nutrition, and adequate sleep, which can support positive mental health and well-being. By incorporating mental health topics into Family Life Education, parents and caregivers can be better equipped to recognize, understand, and respond to their child’s mental health needs. 

2. Effective communication is essential. Provide the education necessary for parents and caregivers to communicate effectively to understand their child’s mental health concerns and support them through challenging times. Communication skills can also help reduce the stigma around mental health, making it easier for young people to talk openly about their mental health concerns. 

3. Promotion of positive parenting practices. Providing emotional support, setting appropriate boundaries, and promoting positive self-esteem. These practices can help children develop coping skills and resilience, which are essential for preventing and managing mental health concerns. 

4. Promote early intervention for mental health concerns. Many young people may be reluctant to seek help for mental health concerns, and parents and caregivers may not always recognize the signs of mental health concerns. By promoting early intervention through Family Life Education, parents and caregivers can learn to recognize the signs of mental health concerns and seek help for their child before their mental health worsens. 

5. Collaboration with mental health professionals. Mental health professionals can provide expertise and support to Family Life Education programs, ensuring that they are evidence-based and effective. Mental health professionals can also provide resources and referrals for families who need additional support for their child’s mental health concerns. 

6. Therapy and intervention. Although therapy can be stigmatized, it is an effective way for young people to receive support and guidance from a mental health professional. Additionally, many therapists have adapted to post-pandemic needs by offering virtual sessions, which can make therapy more accessible to those who may not be able to attend in-person sessions. 

In conclusion, the COVID-19 pandemic has highlighted the need to consider mental health literacy and further development of mental health resources for adolescents. With the disruptions to daily life and increased stressors, it is important to recognize the signs of mental illness and provide support and resources as needed. Therapy, school-based resources, and community organizations can all play a role in addressing mental health concerns and ensuring that young people receive the help they need. Additionally, Family Life Education programs play a vital role in addressing this crisis by promoting mental health literacy, fostering communication, and promoting positive parenting practices. By incorporating mental health literacy and mental health resources into Family Life Education, parents and caregivers can be better equipped to recognize, understand, and respond to their child’s mental health needs. Together, we can help promote positive mental health and lend support when we notice the development of mental health concerns among young people. 

References 

García-Carrión, R., Villarejo-Carballido, B., & Villardón-Gallego, L. (2019). Children and adolescents mental health: A systematic review of interaction-based interventions in schools and communities. Frontiers in Psychology, 10, Article 918. https://doi.org/10.3389/fpsyg.2019.00918. 

Jorm, A. (2000). Mental health literacy: Public knowledge and beliefs about mental disorders. The British Journal of Psychiatry, 177(5), 396–401. https://doi.org/10.1192/bjp.177.5.396  

Nobre, J., Oliveira, A. P., Monteiro, F., Sequeira, C., & Ferré-Grau, C. (2021). Promotion of mental health literacy in adolescents: A scoping review. International Journal of Environmental Research and Public Health, 18(18), Article 9500. https://doi.org/10.3390/ijerph18189500 

World Health Organization. (2021, November 17). Mental health of adolescents.  https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health 

Lee Ann Rawlins Williams, Ph.D., CRC, CFLE, is the Director of Student Services and Wellness at Windermere Preparatory School, Windermere, FL. Her work focuses on student well-being in private education. Additionally, Dr. Williams has taught undergraduate and graduate-level courses preparing students studying disability, rehabilitation, and human services. Her research interests include professional practice in rehabilitation, ethics, case/caseload management, psychosocial aspects of disability, and social justice. She can be reached at [email protected].