The health of young people shapes the future health of the whole population. (Eckersley, 2011). The Australian Institute of Health and Welfare (AIHW) places physical and mental wellbeing as a top priority in their key national indicators of young people’s health and wellbeing. Mental health can be defined as ‘a state of wellbeing in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community’ (Wyn 2009, p. 9). In Australia, one in four young people experience a diagnosed mental disorder (Headspace, 2014). Mental health, therefore, is regarded as one of the most important health issue facing young Australians today.
According to the Australian Institute of Health and Wellbeing (AIHW) 2007 report on adolescent mental health, there are a number of biological, social and psychological factors that influence the social and emotional wellbeing of young people. Schools have ‘been increasingly identified as appropriate sites for supporting and promoting student’s sense of wellbeing (Graham 2011, p 16). Although adolescence has always been a time of great transition requiring some ‘psychological adjustment’ Furlong and Cartmel (2007) suggest that evidence indicates that changing experiences of adolescence may have led to increased levels of depression and stress related problems amongst the younger generation. Mental health issues in young people can have a significant impact on ‘economic and social outcomes that extend well into adulthood’ (Patel, et al, 2007, p. 1304)
The school environment therefore plays a critical role in the promotion of wellbeing. Young women for example, are 1.5-3 times more likely to have depressive disorders and self-harm (AIHW, 2010). A study conducted by the World Health Organisation in Scotland comparing rates of mental illness over two decades found increasing levels of psychological distress especially amongst females. Reports by both youth and parents of emotional problems affecting girls were more prevalent in 2006 than in 1986 (Eckersley, 2010). School environments “that promote school connectedness and supportive social relationships have been shown to positively influence health and academic outcomes” (AIHW, 2011).
Mental health of young people is regarded amongst the most important health issue facing young people today. Anxiety and depression, which accounts for 32% of the female burden of disease are the leading issues and most often occur between the ages of 14-24 (Wynn, 2009). Whilst the specific causes are unclear, it is agreed that genetic factors play a role along with “the quality of relationships within the family and those experienced at school” (Patel, et. al, 2007, p. 1304).
Most young people however, do not experience a mental illness and schools can provide adolescents with ‘protective factors’ that assist with wellbeing. An understanding of these is crucial to modifying risk factors and potentially eliminating them. (Patel, et al, 2007) Longitudinal studies have found that aspects such as “a sense of connection, low levels of conflict and an environment in which the expression of emotions was encouraged protected against the development of behavioural or emotional disorders” (Patel, et. al, 2007 p. 1306). In a school setting, protective factors include opportunities for involvement in school life, positive reinforcement from academic achievement and identity with the school.
Strong support networks for our students can result in positive health and education outcomes. Schools therefore need to work in partnership with families and communities to provide young people with protection from physical and emotional harm. ‘This can have significant effects on their health and wellbeing both in the short term and throughout their adult lives’ (Namjam 2001, 94) There is evidence to show that ‘adult-child relationships, a sense of belonging, positive self-esteem and opportunities for students to be given responsibility and be involved in decision making can contribute positively to a young person’s sense of wellbeing (Graham, 2011). “
Research in the field continues to focus on positive health development in terms of quality of life in our society. One of the key ways of building protective factors in adolescence is by supporting the growth of resilience in our schools. Resilience is not necessarily an innate skill that humans are born with but something that can be learnt. It has been described as an interactive process that can be built upon by strengthening young people’s protective factors. (WHO, 2005) Much research has been conducted on why some students struggle at school but little has been done to discover why some do well, despite the challenges that they have faced. Gilligan (2000) describes a resilient child as one ‘who bounces back having endured adversity, who continues to function reasonably well despite continued exposure to risk. ‘ (Gilligan, 2000, p. 37).
Schools, therefore become a natural setting for wellbeing programs. A 2009 report by the Commonwealth of Australia maintains that ‘schools are important not only for improving mental health literacy but also for supporting resilience and developing coping skills’ (Commonwealth of Australia, 2009, p36). The Victorian Health Framework for the promotion of mental health and wellbeing identifies Education as a setting for action on mental health. Students spend up to 35 hours a week in school and thus , schools play significant role in the wellbeing of students. Further, teachers are important adult role models for the students and can make significant positive contributions to their life long wellbeing. ‘A sense of belonging to school can enhance academic performance and motivation and emotional well-being’ (Glover, Burns, Butler & Patton, 1998, p. 11), and may also be protective against behaviours risky to health. Research suggests that a sense of belonging to both family and school are the major protective factors against health risk behaviours in young people. (Glover, et. al, 1998).
Prevention of mental health disorders is ‘considered one of the aims and outcomes of a broader mental health promotion’ (WHO, 2005, p. 16). The scientific evidence behind positive psychology focuses on the importance of building resilience in the face of adversity and placing emphasis on the whole child who is positively thriving rather than simply avoiding illness or negative outcomes. Resilience refers to ones ability to successfully adapt to change and stressful events in healthy and constructive ways. It does not ‘so much imply invulnerability to stress, but rather an ability to recover from negative events’ (Oliver, 2006, p. 1). Positive psychology is not simply about being happy all the time but recognising when things are going well in your life and having the coping strategies in place when things are not going so well.
Positive Psychology focuses on building relationships, identifying ones strengths, goal setting, ‘mentoring, teamwork, overcoming challenges, perseverance and how to deal with success and disappointment with the aim of increasing mental resilience and wellbeing” (Haesler, 2013) Each student is recognised for their character strengths and building connections between staff and students is paramount. ‘Teachers have a key potential role as confidants and mentors, and guarantors of a child’s welfare’ (Gilligan, 2000, p. 42).
Further study in this area is an important step towards building upon those protective factors of resilience in our students. “Schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians” (NSWDEC, 2011, p. 36). For some students, schools are the most consistent and dependable environments in their lives, a refuge from their outside experiences. It is critical therefore, to continue to build on these relationships to enhance protective factors and promote and improve our young people’s social and emotional wellbeing.
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