Component 4: Helping children experiencing mental health difficulties

Early intervention can make a significant difference to reducing mental health difficulties in children and can result in dramatic, practical benefits that are sustained over time. Effective support during the early stages of a child’s difficulty can mean that mental health issues are resolved before they become worse or entrenched, improving the quality of life for children and their families.

While there is much evidence to support the effectiveness of early intervention, the problem is that very few children with mental health difficulties receive any professional support. Only one quarter to one third of children with a mental health problem are likely to attend professional services. This means that the chances of receiving effective help are quite low, even for children who are identified, resulting in many children going on to develop serious mental health difficulties.

Mental health and schools

Schools are in an effective position to identify and assist students who have early signs of mental health difficulties, due to the significant amount of contact that they have with students and their families. This is particularly so in primary schools where teacher interaction with students and their families is extensive and regular.

There are a range of ways in which schools assist students and families to access interventions. Some schools have very limited resources and supports while others have access to a range of supports in the community. Some schools work closely with their local community agencies and are able to offer many services and interventions at the school or in the local area. Each school will need to identify both the needs of their students and the supports available to them.

Target areas and goals

It is vital that school staff realise that they can really make a difference to students’ lives. By recognising that they have a key role to play and understanding the benefits of early intervention teachers can make a profoundly positive contribution to a child’s mental health and their future development.

Supporting school staff through professional learning

KidsMatter professional learning for this component will assist teachers to understand the early signs of children’s mental health difficulties and the benefits of early intervention, which will in turn increase their confidence in assisting their students. Teachers also need to be clear about their specific roles and responsibilities in identifying and intervening with students experiencing mental health difficulties. This includes being clear about the limitations and boundaries of teachers’ role in providing support for children with mental health difficulties.

The challenge for schools

There are a number of challenges for schools in identifying and assisting students who are experiencing mental health difficulties. Some teachers may perceive that it is not their role to become involved in this way with students. However, an important aspect of destigmatising mental health issues is to acknowledge when students are having difficulties and to encourage help-seeking. Teachers may feel they don’t have the skills to deal with mental health issues in their students or may view students’ behaviour problems as issues of discipline, rather than understanding them in the context of the students’ mental health. Professional learning for this component will help schools address these issues.

Two target areas have been identified for Component 4: Helping children experiencing mental health difficulties, each with specific objectives. These are:

Information and resources

The resources relating to Component 4: Helping children experiencing mental health difficulties have been specifically designed by KidsMatter to provide parents, carers and school staff with useful information for assisting students and their families with children’s mental health difficulties.

View information and resources