Researchers from the University of Missouri uncovered a startling link between young children struggling with depression and their ability to develop necessary academic and social skills later in life.
The study administrators analyzed profiles of 643 children in early elementary school, focusing specifically on children in second and third grade. They found that “children who show mild to severe symptoms of depression in second and third grades are six times more likely to have skill deficits, such as difficulties with social skills or academics, than children without symptoms.”
This can have a significant impact. According to the Anxiety and Depression Association of America, “as many as 2–3% of children ages 6 to 12, and 6–8% of teens may have serious depression.” If depression isn’t accurately recognized, diagnosed, and treated in young children, it can have far-reaching consequences throughout their lives.
Similarly troubling is that adults—specifically parents and teachers—had trouble identifying depression in young children. The researchers found that 30% of children in the study reported feeling mildly to severely depressed, but adults often had trouble recognizing and naming their child as depressed. However, the adults were more likely to recognize what we know to be symptoms of depression, such as social problems, inattention, and skill deficits.
A key in helping your school’s faculty and staff members identify and support students is often the advisory program, especially as children get older. An advisor comes to know each of his or her advisees, and may see signs that classroom teachers and other employees do not.
However, advisors are often not mental health professionals. Consider bringing these professionals to campus to help train teachers and advisors on what to look for when it comes to signs of depression.
Also, keep in mind that there are clear boundaries schools should maintain when educating children, recommending treatment, and making referrals.
- Avoid offering a clinical diagnosis to an advisee or parent. This decision is best made and conveyed by an experienced professional.
- Don't prescribe treatment. The best course is for the school to recommend or require evaluation and follow-up intervention by health professionals, then leave the diagnosis and treatment plan to them.
- Refrain from allowing multiple school professionals to make referrals for care. Even professionals in the same school are likely to differ in this area. Clarify who in the school is authorized to make a referral.
It’s clear that depression can have far-reaching effects for children as they mature. Consider how you can best support your students to help them become happy and healthy adults.
Additional ISM resources:
The Source for Academic Leadership Vol. 10 No. 8 Yellow Light and Green Light Issues in Advisory
The Source for Business and Operations Vol. 4 No. 4 Battling Holiday Blues
Additional ISM resources for Gold members:
I&P Vol. 41 No. 6 Marketing Your School’s Advisory Program
