One in seven ten-to-nineteen-year-olds experiences a mental disorder, according to the World Health Organization.

    These disorders manifest from a lack of motivation and energy, resulting in trouble focusing in school and getting work done. Basic tasks such as getting oneself out of bed, getting the proper amount of sleep, and nourishing oneself can prove to be challenging.

    This situation calls for a great emphasis on the mental health and well-being of this age group, yet data from the National Center for Education Statistics shows that only 55% of public high schools in the US offer mental health assessments for their students and an even fewer number provided treatment options for students diagnosed with mental health disorders. These efforts are far from adequate and more action is necessary to curtail this mental health epidemic. Children and teens at this stage are navigating the most formative years of their lives and no stone should be left unturned in fostering their mental wellbeing.

   Eastern has nine counselors available for students. “They can make an appointment anytime to see their counselor if they need support or if they need just someone to open up to and discuss their problems with,” said guidance supervisor Jason Susko.

   Various accommodations are available for students with disabilities and mental health disorders. These are on a case-by-case basis, with some receiving 504, I & RS, or IEP plans from the Special Services department. Others include “providing frequent breaks, unlimited visits to the guidance counselor or to the nurse’s office, for students who have anxiety not to present in a group setting that they can present to their teachers individually. 

   We have the ability to have teachers check in with the students on long-term projects,” said Special Services Director Dr. Susan Roth. Staff are willing to accommodate students based on their various needs.

   The Eastern Learning Academy is also available in special circumstances for students who struggle with anxiety and depression. It is a small setting with the ability to house twenty children.

   Wellness activities are available during lunches A and B in room 711, run by Student Assistant Coordinator Jalesah Brooks. These are similar to the wellness room at Lenape High School—mindfulness activities that allow students a safe space to talk about their experiences. Brooks additionally runs structured groups geared toward topics such as anxiety, grief, female empowerment, and the queer community. These groups are curated based on the needs of the students throughout the year.

   Eastern invites mental health speakers during available times to share their stories with the hope of encouraging students who are struggling. One of such speakers is Erica Meline. She is a speaker for Minding Your Mind—a nonprofit organization “aimed at destigmatizing the conversation around mental health.” Speakers discuss their mental health journey during assemblies and leave the discussion open to students through anonymous questions. These presentations are precursors with a trigger warning for topics discussed, with students being allowed to step out if needed. Guidance counselors are also available to discuss said triggers with students after the presentations.

   Considering how many Camden County students were admitted to psychiatric facilities in the previous academic year, Eastern has brought in two out-of-house therapists to aid students and staff. Jeff Jones works for First Children Services and is at Eastern on Thursdays and Fridays. Jenai Copeland is a social worker and school mental health clinician through the Camden County School Wellness Interagency Network, a program sponsored by Oaks Integrated Care. She is at Eastern on Tuesdays. 

   Both therapists can be found in 701, the vice principal’s office. They are a referral-based service, in which students are recommended to see them by guidance or using the self-referral sheets on the door. Both require parental consent. “I often reach out to introduce myself to the families and hear from their lens what they observe as their student’s strengths and some areas that they want support around. Because it is helpful to kind of hear that lens,” explained Copeland.

   All of these resources remain entirely confidential except for cases where a student discloses an intent to harm themself, or someone else, or that they are being harmed. In this case, professionals have a duty to warn parents/guardians. This is something students are made aware of at the beginning of their time in therapy.

   “The last thing that anybody wants to do is make matters worse for a student”, stated Jones. “Therapy is not designed to shame anybody or to make them feel like they’re not enough.” Therapy is designed to provide a safe space for students to share what they are going through and “navigate to the direction that they want to go,” explained Copeland. Mental health professionals are never aiming to make matters worse at home for a student, “especially if there’s abuse involved,” said Brooks.

   A mental health survey was sent out to students who attend and don’t attend Eastern with the goal of getting feedback on how mental health issues affect them in their school lives. Students stressed the importance of mental health days implemented throughout the school year, which could be added on in June to fill the quota and allow both students and staff ample time to rest and recharge. 

   Many students supported more leniency on assignment due dates, latenesses, and absences. Eastern has a strict policy where students are allocated a lunch detention if they come to school past 7:30 AM. This can be detrimental to students who are struggling to get out of bed each morning and lack motivation, hindering them from their full potential.

    Students surveyed believed that some teachers provide a safe environment, while others lack a sense of understanding and feed into the stigma of mental health. These students believe that some teachers lack the necessary resources to assist students experiencing mental health crises. In order for educators to effectively address mental health concerns, professional development should be put into place. Continual teacher training will take place throughout the school year regarding mental health, said Dr Roth, as it “isn’t something you could put in a box and then put it away.”

    Teachers should be just as concerned about their student’s mental health as they are with their grades. Instead of inquiring as to whether a kid is psychologically well, some teachers are eager to draw them aside and inquire why their grades are not to standard. As an anonymous student stated, “The occasional “Is everything okay?” would even be a step up. It doesn’t matter who asks. It is just the fact that the question is being asked.”

   Further education and improvements to mental health resources will help students in more ways than one. Professional development and normalization of mental health care can lessen the stigma many students have learned from their families, while also providing outlets and support for those who need it. “We aren’t just students, we’re people,” stated an anonymous student.

   No one should feel alone, unseen, unheard, or invalid in what they are feeling and going through. There are so many resources available within Eastern and throughout the community to aid adolescents who are struggling with mental health. If you are struggling, do not be afraid to reach out for help. Whether it’s filling out a self-referral form, finding a therapist, or simply reaching out to a friend or family member. 

   It only takes one small step to get the support you need.