Prioritizing Mental Health and Well-Being in Schools

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Schools are prioritizing students’ mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students’ mental health and find new strategies to fill in gaps.

The action guide describes six in-school strategies that are proven to promote and support mental health and well-being. For each strategy, the guide also describes approaches, or specific ways to put the strategy into action, and examples of evidence-based policies, programs, and practices.

“We know that our teenagers and adolescents have really strained in their mental health,” said CDC Director Dr. Mandy Cohen. “There are real skills that we can give our teens to make sure that they are coping with some big emotions.”

Approaches to mindfulness represent a form of social-emotional learning, which has become a political flashpoint with many conservatives who say schools use it to promote progressive ideas about race, gender and sexuality.

But advocates say the programming brings much-needed attention to students’ well-being.

“When you look at the numbers, unfortunately, in Georgia, the number of children of color with suicidal thoughts and success is quite high,” Cooper said. “When you look at the number of psychologists available for these children, there are not enough psychologists of color.”

Black youth have the fastest-growing suicide rate among racial groups, according to CDC statistics. Between 2007 and 2020, the suicide rate among Black children and teens ages 10 to 17 increased by 144%.

“It’s a stigma with being able to say you’re not OK and needing help, and having the ability to ask for help,” said Tolana Griggs, Smith Elementary’s assistant principal. “With our diverse school community and wanting to be more aware of our students, how different cultures feel and how different cultures react to things, it’s important to be all-inclusive with everything we do.”

Nationwide, children in schools that serve mostly students of color have less access to psychologists and counselors than those in schools serving mostly white students.

The Inner Explorer program guides students and teachers through five-to-10-minute sessions of breathing, meditating and reflecting several times a day. The program also is used at Atlanta Public Schools and over 100 other districts across the country.

Teachers and administrators say they have noticed a difference in their students since they’ve incorporated mindfulness into their routine. For Aniyah Woods, 9, the program has helped her “calm down” and “not stress anymore.”

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