Fact: Approximately 20 percent of students in today’s classrooms are diagnosable for a mental health issue according to the National Institute of Mental Health. And there is evidence to suggest that beyond this number, 16 percent are borderline for meeting criteria for a mental health label. That means as many as one in three students in any teacher’s classroom may have a mental health issue leading to emotional and behavioral challenges.
These issues run the gamut from “Acting In” disorders like anxiety, mood disorders and Asperger’s Syndrome to “Acting Out” disorders like oppositional defiant disorder. Teachers, counselors, administrators and other school personnel must be given tools to get the most out of this high-potential, neurodiverse group of students. Unfortunately, these issues can be undiagnosed and are easily misunderstood – and may be treated as simple discipline issues.
With the current emphasis on inclusive classrooms, general education teachers play a primary role in teaching students with mental wellness challenges. Yet, according to recent studies, many feel unprepared to take on this role. The success of inclusion can only be realized if both university educators and staff development programs help to train and continue to educate general education teachers on the various disorders and how these students learn best.
The Wired Differently Training Program provides five keys to working with students who struggle to handle the normal pressures, stresses, conflicts and expectations of everyday life. Your staff will discover why traditional methods of dealing with these behaviors are not beneficial and why a consistent, teamwork approach to students who are wired differently is a must.
Acting In Disorders
Students with acting in disorders are usually more self-destructive than outwardly destructive. The most common of these disorders in schools are anxiety disorders, bipolar disorder, Asperger’s syndrome and trauma (excluding post-traumatic stress syndrome). Because these challenges are inwardly focused, students who experience these issues are less likely to be identified for help.
Anxiety Disorders
Everyone experiences occasional anxiety, but for students with anxiety disorders, anxiety is always present but not in response to a specific danger or threat. These disorders can include separation anxiety, phobias, generalized anxiety and social anxiety. An educator might see:
• Frequent erasing or starting over
• Refusing to get started
• Worry about a test
• Resisting getting involved
• Avoiding participation in class discussions
Mood Disorders
Students with mood disorders experience dramatic shifts in mood and energy levels. In students, these moods often shift rapidly and a student may experience both extremes at the same time. These students are often precocious, bright and creative. Symptoms may include:
• Severe separation anxiety
• Raging
• Tantrums
• Oppositional behaviors
• Sensitivity to stimuli
• Inflexibility
Asperger’s Syndrome
Asperger’s is a disorder at the highly functional end of the autism spectrum. An educator might see:
• Persistent challenges in social interaction
• High sensitivity to changes in environment
• Confusion with complex assignments
• Disorganization
• Difficulty prioritizing tasks
• Aversion to certain motor activities
Trauma
Trauma is the emotional, social, behavioral or physical response to an upsetting event. In school, students dealing with trauma may exhibit the following:
• Irritability
• Negative mood
• Anger
• Aggression
Acting Out Disorders
Students with Acting Out disorders behave in ways that are destructive or disruptive to those around them. The most common of these disorders in schools are attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), borderline personality disorder and conduct disorder. The behaviors exhibited by students with these disorders can be the most disruptive and frustrating for teachers to deal with.
ADHD
Currently, 9.5% of children between the ages of 4 and 17 have ADHD. These children tend to be impulsive, inattentive and disorganized. On the other hand, these students can be very bright and creative. Teachers may encounter the following behaviors from kids living with ADHD:
• Distracting and disruptive behaviors
• Disorganization
• Unfinished assignments
• Lack of focus or hyper focus
Oppositional Defiant Disorder
Signs and symptoms of ODD generally begin during preschool years and are almost always developed before the early teen years. The symptoms cause significant impairment with family, social activities and school. For a student to be diagnosed with ODD,
he or she must exhibit four of these eight characteristics:
• Often loses temper
• Often argues with adults
• Actively defies and refuses to comply
• Deliberately annoys others
• Blames others
• Is touchy or easily annoyed
• Often angry or resentful
• Often spiteful or vindictive
Borderline Personality Disorder and Conduct Disorder
Other acting out disorders may include borderline personality disorder and conduct disorder. Both issues often include excessive anger which is troubling and disruptive for parents and teachers. The child’s intense anger may erupt quickly and intensely in reaction to limit-setting by adults, as well as to teasing and seemingly minor criticism
by peers or adults. Some underlying causes may be:
• Attachment problems or disassociation
• Anxiety or fear
• Retaliation to ongoing hurt and unfairness
• A lack of control
• Being disconnected from peers
• Frustration over school
Learning Objectives
In this information-packed professional development workshop, you will learn to:
- Recognize common misunderstanding educators may have about these students
- Restructure traditional practices that often fail
- Implement do’s and don’ts for supporting students with dignity and respect
- Create a climate that strikes a balance between challenge and support — helping smooth social interactions
- Develop practical ways to prevent students from riding the mental health escalator
