Recent studies have shown the prevalence of mental health conditions in youth. According to the National Alliance on Mental Illness (NAMI), about 1 in 5 children ages 13 to 18 is living with a serious mental health condition.
In addition, the Journal of the American Medical Association (JAMA) suggests that nearly half of all diagnoses childhood mental illnesses are not treated. This data has only increased since the start of the COVID pandemic, as anxiety, depressionbehavioral problems and childcare dilemmas have had a remarkable upward trajectory (JAMA).
Unfortunately, youth conditions related to mental health, behavioral health, or learning disabilities may go undiagnosed, misdiagnosed, or unrecognized. The causes of these circumstances are far-reaching and can include such elements as unreliable testing contexts, inaccurate assumptions based on stereotypical identifiers, the similarity of symptoms between mental health conditions, and a youth’s ability to hide their conditions, to name a few. These phenomena can lead to inadequate or lack of support, which can be detrimental to a young person’s social, emotional, academic, and behavioral standing.
Take action: initial steps
If you suspect your child has a mental health condition, take action as soon as possible to ensure steps are best suited to your child’s needs. The first step in this process includes recognizing the type of condition. In general terms, mental health disorders include biological, psychological, and behavioral factors that affect general well-being (NAMI, undated). Behavior disorders tend to revolve around actions and responses to the environment. Learning disabilities affect the ability to process, store, retrieve, and respond to information (NASET, 2022).
Once you understand your child’s areas of need, contact your school. Call or email your child’s teacher, school counselor, and possibly a member of the school administration. Share your concerns and request a meeting to share feedback and determine next steps. It may be a good idea to ask the school psychologist or a member of the school resource team for input. These staff members can also usually provide testing for tendencies toward specific disorders if requested or if a disability or disorder is suspected by the school.
During the interval between initial contact with the school and meeting with them to discuss next steps, be sure to talk to other adults in your child’s life (coaches, after-school caregivers, tutors, etc.) to have a idea of what you have observed It would also be helpful to talk with your child’s pediatrician. You may be provided with rating scales and/or external references for further data collection and support. You may also find it beneficial to consult with a mental health professional, as they can explain possible tests or diagnostic tools that could help you get a clear picture of your child’s needs.
As you meet with the school to determine next steps, ask about the types of student support plans that might be provided and the types of accommodations these plans provide. Explore people with disabilities Education (IDEA), Section 504 of the Rehabilitation and Due Process Act to make sure you are informed about your rights as a parent or guardian.
Document all interactions, observations, and notes you take during meetings. If possible, provide summaries after these interactions and meetings to the stakeholders involved to ensure everyone is on the same page and moving forward with a solid understanding of roles and responsibilities.
If you suspect your child has a mental health disorder, seek support. With proper diagnosis and treatment that align with her specific needs, your child can be successful on all fronts.
To find a therapist near you, visit the Psychology Today Therapy Directory.
