Giving an Extra Boost in Classrooms

Written By: Maryam Adhyan Shafeeq

Teachers are often called a child's second parents. Second to home, schools are where they spend most of their time, allowing teachers to get to know their students like their own. Children also feel comfortable expressing themselves freely to their peers at school, especially in their own classrooms. Teachers can immediately link a certain personality trait to a specific student when asked about a classroom. Some students are known for being the smart ones, or the noisy ones, or the extremely quiet ones whose voices they barely hear. Similarly, if any of these students suddenly start behaving differently, or not like their normal selves, a teacher, especially one with a good bond with their students, will notice. At that point, there are many ways to approach the student. Whether it's test anxiety, troubles at home, or a problem between friends, a child experiencing any form of emotional turmoil will show signs in their behaviour in class, in their academics, and in how they present themselves. 

In schools, the first person to notice any changes in a child is their teacher. The time a child spends with their teacher is advantageous for identifying specific changes or observing any difficulties they might have. Studies suggest that positive life outcomes and improvements in academics are observed through early identification and intervention of mental health symptoms, and by doing so, teachers have the opportunity to notice anything that might be of concern and attend to the problem promptly (Kerr, 2023). The student who usually scored 90% suddenly dropped to 60%, or the student who normally livens up the class has been quiet and reserved for some time. These are notable signs for teachers to approach them gently, and perhaps even have a check-in with their parents or guardians. It is important for teachers to take this step, as they are put in a vital position, considering the amount of time they spend with these students, to observe any changes that occur in their behaviour and mood, which is crucial in early identification and intervention (Maclean & Law, 2022).

The amount of time teachers spend with their students also allows them to form a special bond with them. Studies show that a close relationship between student and teacher increases the effectiveness of school-based interventions and services (Kerr, 2023). This bond, based on trust and confidentiality, makes a child more comfortable approaching the teacher in times of need. They might not have the training to attend to specific mental health struggles, but providing a comforting and safe environment in the classroom shows the students that they are approachable. Another study highlighted that teachers provide positive environments where healthy relationships are encouraged among students, and also claimed that they are the most involved professionals, as they can identify which students would require certain interventions despite not having the training to apply some of these interventions related to mental health struggles (Rojas-Andrade et al., 2024). 

Therefore, rather than having identified a group of children who might need to be referred immediately to the school counsellor, teachers can also do some things within their classrooms to allow children to feel heard and safe enough to approach them before things become too difficult. Teachers can normalise talking about mental health, emotions, and feelings by bringing it up frequently, incorporating mental health check-ins where students are allowed to bring up their worries. Following up with the parents weekly is also important, as teachers will be able to get an idea of how they are at home as well, which could possibly give clues as to why some students keep returning with unfinished homework. During class, teachers can guide the students through simple breathing techniques or stretches and have motivational and compliment boards on the wall for students to leave positive messages for each other. Making their emotions, whether big or small, important and normalised will give the students a safe space to express their worries. Moreover, when a student is comfortable with their teacher, it is more likely that if they have something on their mind, they will speak to their teacher about it before it becomes something bigger. 

A classroom is a basket holding so many personalities. Each of these little personalities goes through so many changes, and while some shift and mould themselves through their academics, hobbies, and other aspects of their life, some find it a little difficult to go through these without a little boost from someone they trust. Teachers are in a unique position to become that someone these children can trust, and it's important that they put in this effort to ensure each of their students feels heard and safe with them.

References

Kerr, A. M. (2023). Supporting Mental Health in the Classroom.

Maclean, L., & Law, J. M. (2022). Supporting primary school students' mental health needs: Teachers' perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), 2359-2377.

Rojas-Andrade, R., Aranguren Zurita, S., & Prosser Bravo, G. (2024). Teachers as school mental health professionals and their daily practices. School Mental Health, 16(2), 566-576.