When Students Struggle: Recognizing Mental Health Warning Signs

🕵️ PD Intelligencer - JUNE 7 2025

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ONE BIG IDEA

Student Mental Health: Spot the Signs, Take Action

Your guide to confidently recognizing warning signs and taking action that makes a difference

The numbers tell a troubling story of what teachers face on a daily basis. Nearly 60% of teens struggle with anxiety or depression, yet only 48% of schools can provide adequate mental health services.

The gap is growing, and as a teacher, you're increasingly the first responder when students are in crisis.

The most commonly identified barriers include insufficient mental health staff coverage and inadequate funding.

Here's the hopeful truth: Early identification by teachers can be life-changing.

Since almost half of lifelong mental health conditions begin by age 14, your awareness and action can connect students with crucial support during the most critical window for intervention.

Warning Signs That Hide in Plain Sight

Spotting mental health concerns isn't always about dramatic behavioral outbursts.

Often, the most significant red flags are subtle shifts that happen gradually over time.

Academic Red Flags

• Look for patterns, not isolated incidents
• Like a student who consistently submitted quality work but now turns in incomplete assignments, shows declining grades, or stops participating

Social and Behavioral Changes

• Social withdrawal: The chatty student now eats alone, avoids group work, seems isolated
• Mood shifts: Persistent irritability, sadness, or emotional outbursts that seem disproportionate to the situation
• Physical complaints: Frequent visits to the nurse, headaches, or stomach aches with no clear medical cause
• Changes in appearance: Neglecting personal hygiene, dramatic weight changes, or wearing inappropriate clothing for the weather

Attendance and Engagement Patterns

• Chronic tardiness or absences: Especially when combined with other warning signs
• Disengagement: Not participating in activities they previously enjoyed, appearing "checked out" during lessons
• Restlessness or inability to focus: Difficulty concentrating that represents a change from their baseline behavior

The Severity Question

• Context is everything. A shy student who rarely speaks up but engages appropriately with peers may simply need encouragement
• However, a student who shows multiple warning signs—isolation, declining grades, frequent nurse visits, and mood changes—likely needs professional evaluation
• As one mental health expert notes: "If you see warning signs repeatedly, it's time to investigate what's going on with that student."

Recognition is only the first step. Here's exactly what to do next.

Your 4-Step Action Plan When You Spot Trouble

When you notice concerning patterns, having a clear action plan removes the guesswork and empowers you to respond effectively.

Step 1: Document What You Observe

Keep brief, factual notes about specific behaviors and dates.

• Write "Student A missed three classes this week and appeared tearful when present" rather than "Student A seems depressed."

This documentation helps school counselors and parents understand the scope and timeline of concerns.

Step 2: Create a Safe Opening

Choose a private moment to check in with the student. Use these conversation starters:

• "I've noticed you seem different lately. How are things going for you?"
• "You haven't been yourself in class recently. Is everything okay?"
• "I'm here if you need someone to talk to. What's on your mind?"

Listen without judgment and avoid trying to solve everything immediately. Sometimes students just need to feel heard by a trusted adult.

Step 3: Know Your Reporting Path

Every school has a protocol for mental health concerns. Typically, this involves:

• Immediate safety concerns: Contact administration, school counselor, or call crisis services immediately
• General concerns: Reach out to the school counselor or social worker within 24-48 hours
• Parent communication: Follow your school's policy—some require counselor involvement first

Step 4: Follow Up Appropriately

After making a referral, continue to be a supportive presence.

• Check in periodically with simple gestures, such as a smile, a brief positive comment, or asking how their day is going.
• Avoid probing about their mental health directly unless they bring it up.

Red Alert: When to Call for Help Immediately

Contact administration or emergency services immediately if a student:

• Talks about harming themselves or others
• Shows signs of substance use
• Appears to be in immediate physical danger
• Exhibits behavior that threatens classroom safety

Boundaries That Protect Everyone

Understanding your role versus a counselor's role protects both you and your students while ensuring they get appropriate help.

What IS Your Role:

• Observer and reporter: Notice patterns and communicate concerns to appropriate professionals
• Supportive adult: Provide a caring, consistent presence and safe classroom environment
• Bridge to help: Connect students with qualified mental health professionals
• Educator: Continue teaching while being understanding of mental health impacts on learning

What ISN'T Your Role:

• Diagnosing: Never attempt to label or diagnose mental health conditions
• Therapy provider: Avoid trying to provide counseling or therapeutic interventions
• Crisis counselor: While you can provide immediate support, refer serious mental health crises to trained professionals
• Confidentiality keeper: You're mandated to report safety concerns, even if a student asks you to keep secrets

Legal and Ethical Guidelines

• Mandated reporting: You're required by law to report suspected abuse, neglect, or immediate safety threats
• Documentation: Keep records factual and behavior-focused, not interpretive
• Privacy: Share information only with appropriate school personnel who need to know
• Professional boundaries: Maintain appropriate teacher-student relationships while being supportive

Working with Parents

When mental health concerns arise, parent communication requires sensitivity.

• Focus on observable behaviors rather than diagnoses: "I've noticed Sarah has been having difficulty concentrating and seems withdrawn in class. Has she mentioned anything about school or expressed any concerns at home?"

Some parents may be defensive or in denial. Stay factual, express care for the student, and suggest they speak with the school counselor for guidance and resources.