Supporting Students’ Mental Health and Mitigating Tensions Among Peers

by Jessie Tobin, Aaron Leo, and Kristen C. Wilcox

After a tumultuous couple of years, most students and staff have now returned to mostly in-person learning. Moving forward, one particular challenge facing school leaders and educators is an uptick in crisis situations such as violence among peers.

Increased tensions come at a time when school budgets have been reduced, educator job dissatisfaction has reached alarmingly high levels, and there are shortages of mental health professionals in schools across the country. In light of these circumstances, how can educators continue to support the mental health and social-emotional well-being of youth in their care?

Reports on School and Community Crises in the Capital Region

The Albany Times Union reported in October that in two Capital Region public school districts, educators have been feeling overwhelmed by growing violence within their schools and the surrounding communities. Several educators have recounted feeling unsafe and unsupported within environments where there is limited structure as well as heightened student tensions.

As some schools in the area have gone into lockdown due to threats of gun violence, educators have acknowledged feeling overburdened with additional staff duties in the wake of lay-offs and support staff shortages. Many students have been isolated and disconnected from their school communities for a long time. According to Albany Superintendent Kaweeda Adams, feelings of fear and isolation may be leading to some youth struggling to deal with their emotions or resolve conflicts.

Supporting Students Mental and Emotional Health

While many challenges at school have been exacerbated by the pandemic, researchers and education professionals have provided a range of strategies that target the mental health and social-emotional needs of youth. Below are a few examples of helpful intervention tactics:

• Educators and parents should work collaboratively to identify warning signs when a student is struggling. Some of these signs may include students facing challenges during school transition periods, lashing out towards others, or abruptly refusing to participate in regular school activities.
  
  
• Communication is key in helping students heal and cope with trauma. Last year, Edutopia suggested using a virtual check-in method with students through a Google form where students are asked about the positive parts of their day and to check boxes of how they are feeling. This tactic can be adopted for in-person learning environments.
  
  
• Ask students to provide input and listen to their suggestions on ways to make classroom environments warmer and more welcoming.
  
  
• Encourage student interaction and create opportunities to socialize within the classroom.
  
  
• Educators should prioritize their own mental health and use support services when they are feeling distressed.
  
  
• Family members and educators should work together and be well-versed in the available resources within the community to provide students with adequate mental health care when necessary.

Fostering Positive Peer Relationships: Lessons from Two Positive Outlier Schools

As discussed in a previous NYKids blog, peer relationships are crucial influences on the lives of adolescents. Given the surge in school violence, it is important for educators to find ways to create healthy and positive relationships among peers.

Drawing on previous NYKids’ research in positive outlier schools, we have found key takeaways regarding peer relationships:

• Abundant and inclusive leadership and mentoring opportunities promote a positive school climate and culture.
  
  
• A wide variety of extracurricular activities give students with diverse interests and backgrounds a chance to work with peers that they might otherwise not meet in their classes.
  
  
• Various opportunities that encourage students to work together on projects and in informal study groups can enhance connections between peers.
  
  
• Collegial and collaborative relationships between staff members can serve as an important model for students to learn from and emulate.

For more resources on supporting the mental health and social and emotional well-being of youth, head to NYKids’ resources page. Thank you for your continued support and interest in NYKids. We encourage you to reach out to nykids@albany.edu with your feedback and requests for direct support.