Although having a mental illness can make it difficult to carry on with normal daily life, it is important that students are not put in a position where they have to give up on academic life too quickly. Many problems can be resolved, or the effects can be minimized to the point where study can be resumed.

The effect that an illness will have on a young person’s learning can vary greatly. Some students may need to take time out until they are feeling more in control; others may need to reduce their workload to make things more manageable; some may be able to continue with their studies throughout.

The following is a list of ideas that teachers and support staff can use to encourage students with mental illness to maintain their studies and stay in school:

Get informed
Learn the basic facts about the different mental illnesses and the impacts that mental health problems (and the medication used to treat them) can have on learning. Focus on the ways in which the mental health problem is affecting the student as a learner. Ask yourself “What can be done to make this student a successful learner?’

For further information and resources for school staff, please see links and resources.

Ask the student or parent if you can be involved in a case conference or other strategy meeting to learn more about your student’s needs and any necessary academic modifications.

Focus on the positive!
We all have good and bad days, but a bad day for a learner struggling with serious mental health problems can mean that even getting to class is an achievement. Mood changes and variations in behaviour can mean that learners' progress is uneven. Changes in performance can be caused by stress, a crisis of confidence or changes in medication. Providing positive reinforcement and encouragement is a vital part of restoring the student’s self confidence and self esteem, which are often severely diminished through the development of the illness.

Don’t take it all on yourself
If you’re a teacher and you recognize that one of your students is showing signs of mental health problems, make sure to share this information. Contact the guidance counsellors, the student’s parents, the special education team and the principal, and emphasize the urgency of the situation.

Manage a crisis
If a student’s symptoms cause them to become agitated or confrontational, don’t panic - take control of the situation. Speak to the student in a clear, calm and non-threatening tone, and gently negotiate them to a quiet place away from other students. It’s best to leave doors open so that the student doesn’t feel threatened.

Create a safe space
Establish a safe place for the student to go when in crisis. Develop some code words to use with the student so that they can leave the class without drawing attention to themselves or the problem.

Welcome the student
Mental health crises can mean that learners with mental health difficulties have to take time out from studying because of their acute mental or emotional distress. Reassurance and positive reinforcement go a long way toward making a student feel welcome when they return after an absence.

Similarly, just showing up for class can sometimes be a major struggle for a student who is dealing with active symptoms. Help the student feel that you are pleased that they came to class (even if they arrived late!).

Listen and build trust
Sympathetic school staff who are willing to listen without being judgmental provide a valuable form of support for students with mental illness. Avoid telling a student that you’ll keep secrets, but show them that you’re willing to listen, and that you’ll keep their best interests in mind.

Share your insights
Parents, teachers and guidance counsellors are young people’s closest observers. Problems that first surface at home are often amplified in the school setting. Sharing your observations and insights about the student’s behaviour with his/her parents, and hearing about their teen’s behaviours at home will help to put the separate pieces of the student’s experience into a meaningful whole. This increases the likelihood of identifying the early warning signs of mental illness.

Be prepared for setbacks
Even when a student is receiving the help they need, there still may be times when you feel that you're taking one step forward, and two steps back. Setbacks can happen as a result of many things – the course of the illness, other sources of stress in the student’s life, changes in or side effects of medication.

It can take a while to establish the correct type and dosage of medication to stabilize the student’s illness. During this time, students may need to be hospitalized, or to take a break from attending classes. Try to be understanding and don’t take these setbacks personally.

Respect confidentiality
Deciding to disclose a mental illness is always risky. Because of the stigma surrounding mental illness, some students are afraid they will be treated differently by classmates or teachers, or that teachers will assume that they are not capable of doing the course work.

Be sure that when you share information with colleagues it is in a private place where students cannot overhear. If possible, let the student know who you have spoken to about their situation.

While teachers and guidance counsellors must be very conscious of the need to handle information about the student’s illness professionally, there are exceptions to the need to maintain confidentiality. In cases where students disclose abuse or thoughts of suicide, the teacher or counsellor is legally required to report this information.

Identify special needs
Consult with the student, parent(s) and other school personnel to determine the specific problems that are interfering with learning. An assessment of possible learning and behavior problems might help identify special services to help the student become more successful in school.

Focus on student goals
Instead of focusing only on the difficulties the student is experiencing, have the student identify what he/she wants to get from the school experience. Have him/her list school, home and personal barriers and supports to reaching that goal.

Be flexible
Inform the student that you are open to discussing their strategies for success. If they are willing and interested to suggest alternative arrangements that are manageable, let them know you will consider it. Also, let the student know they can come to you if something isn’t working.

Keep it simple
Make sure to keep communication clear and simple. Keep verbal instructions short and try to maintain eye contact while addressing the student.

Build in regular check-in/ monitoring opportunities
Because lack of insight into one’s own condition is a major symptom of many mental disorders, students can benefit from outside monitoring. Regular check-in appointments can allow teachers and guidance counsellors to pick up on early warning signs that may help to avert crises and can help also the student to feel secure and supported. How does the student look? Are they unkempt or disorganized? How do their classroom notes look?

Be realistic
Raise and explore with the student the possibility of taking a reduced course load, and having a mix of subjects instead of straight academics. Suggest the idea of limiting homework-heavy courses such as Math or English, and combining those with other courses which don’t require as much homework, such as Physical Education and Music.

Build strong study skills
Helping a student to improve study skills / methods can be a valuable from of support to extend to students with mental illness. For example, looking at whether a student has particular difficulties with specific topics, assessing generally how study methods could be improved including ways of improving concentration and memory, ways of improving reading and note-taking skills, answering questions effectively, etc. Students could participate in drawing up their own study plan from home in case later problems necessitate a break from attending classes.

Work as a team
The student, their parent(s) and friends, school staff, and mental health professionals are all critical components of the student’s support team. It’s essential that all members of this team work cooperatively and participate in developing the student’s support plan.

Encourage school involvement
High school is just as much a social as an academic experience for teens. Encourage the student to attend school regularly and to be involved in an extra-curricular activity if possible. These activities make the student feel part of the group, important to the school and more motivated to perform and participate.

Be kind, supportive and forgiving
Remember that the student often can’t meet their responsibilities because of their illness. Using encouraging words can do a lot to help the student feel more at ease in the classroom, and more confident in their abilities.

Consider alternative school settings
Include the student in all discussions with school personnel, and speak with the parent(s), school counselor and/or school psychologist to see if the student's needs can be met in the current school environment. If not, discuss options for alternative settings. If the student and their parent(s) decide to investigate alternative educational settings, encourage the student to make the contacts, visits, complete forms and ask questions. He/she needs to be involved in all decisions relating to his/her education.

Be committed
If you become involved in helping a student with mental health problems, make sure the student, their family and other professionals know that you will continue to be involved over time. If you work with a student to support their learning, try to see your commitments through to the end of the semester, year or as long as necessary.

Encourage exploration of the GED
The GED, or General Educational Development equivalency diploma can be an alternative way of continuing studies if an appropriate educational environment is not available for the student in the regular school setting. This equivalency examination is very well respected among employers and higher education institutions. Students can study for this examination through community education programs, alternative education programs, or independently. The point is to stress to all students that the diploma or GED is only the first step to finishing their education. Students who finish school through correspondence courses miss important opportunities for socialization. When this path is taken it is important to involve the student in appropriate compensatory social settings such as the YMCA, a health club or community sports organization.