This content was originally published by the Longmont Observer and is licensed under a Creative Commons license.
It's fairly common to see high school students struggling with stressful situations, whether in school or outside of it. In numerous cases, high school students are clinically diagnosed with either anxiety or depression, in some cases even both. However, a very important question stands, what role does school play into this equation of anxiety, depression and stress.
To me, finding ways to relieve stress is an essential part of my daily routine, due to being a part of the IB (International Baccalaureate) Program at Niwot High School. However I noticed that many of my peers were also struggling with the same stress as I was and even juggling depression and anxiety at the same time. Despite not having either myself, it upset me to see some of my close friends having great difficulties with all three of the factors. But, I wanted to know if this problem was seen only at Niwot High School or all throughout Saint Vrain Valley.
After reaching out to friends around the district, I came to the conclusion, that this was a district-wide issue. With that thought in mind, I began to notice that at my school, teachers and staff don't tend to reach out to students unless it is an extreme case. Even in the IB Program, which is considered highly stressful, our coordinators, do not attempt to form a relationship with their students or help them if they notice they're struggling.
Seeing that pushed me to realize that many students struggle with stress, and cannot voice their situations. This is especially true for students with anxiety or depression, amongst other disorders. Still, I wanted to know if school was a direct factor and to what extent it affected.
To answer my question I went to three students from different schools around St. Vrain Valley School District, and asked them each a set of questions. The first student is from Niwot High School, student A. Student B is from Mead High School and the third student, C, is from Twin Peaks Charter Academy High School.
Interviewer - Have you been clinically diagnosed with either depression or anxiety?
Student A- Yes, both.
Interviewer- Do you think that your school work, or school environment plays a role into either?
Student A- Yes.
Interviewer- What aspects of your school? And how do they affect.
Student A- Well the IB (International Baccalaureate) is a big one, obviously since it's IB it's very difficult, and it's kind of like there's always a weight on your shoulders. Like no matter what, considering the IB program has many components it's almost like there's never not something you need to worry about. Other than that my social relationships are pretty good, sometimes my friends can get a little like drama-y, then that adds stress on my shoulders. Other than that it's pretty much just the IB Program, and deadlines, learning a new language, and all that.
Interviewer- Do you think your school does anything to help you?
Student A- Not at all, honestly like Niwot could care less, they don't really think about students a lot and honestly my principle doesn't even know my name. It's almost like when us students with mental health issues, have our issues and they affect our school work, our teachers just don't care. There are some teachers who do care, and will take the time to help you out and discuss a plan with you to maybe extend your deadlines or something like that along those lines, but administration on the other hand I don't see ever putting in any effort, other than pep assemblies that we have where we're all in the same room, or IB conferences, I never see the administration staff. Unless I have to go up to the office for anything.
Interviewer- What do you think they could do to help you?
Student A- They could offer maybe a little more like council, I know we have an interventionist, but we have one for the entire school. And the councilors of Niwot High are councilors, they're supposed to council us and they're supposed to give us help and give us and advice, and lead us through our high school journey or whatever, but they don't. They usually only care about juniors and seniors, and now that I'm a junior they only care about college. Like we never talk about anything else but my schedule. My councilor has never sat down to have a conversation with me longer than three minutes, and about my school work. But the interventionist there, she's really nice, will sit down and have conversations with me that last a very long time. She has helped me through a lot of stuff personally. So if we could have one or two more, like one or two more of those, she just has a lot of students to take care of and no one else is helping to take care of them, mentally I mean.
Student B:
Interviewer- Do you or anyone you know have either anxiety or depression?
Student B- Yes, I have both.
Interviewer- Do you think your school affects your anxiety and depression, if so, how?
Student B- Yes it makes it worse, stress.
Interviewer- Do you think your school is doing anything to help?
Student B-Maybe not me specifically but some teachers try to help and I'm sure the councilors have helped some people.
Interviewer- Do you think their efforts really make a difference?
Student B- Not really.
Interviewer- What do you think they could do to help?
Student B- Maybe more outreach for struggling students.
Student C:
Interviewer- Have you been or do you know anyone who has been diagnosed with anxiety or depression?
Student C- I have been diagnosed with anxiety and depression.
Interviewer- Do you think your school affects in any way?
Student C- Sometimes like during finals week and in higher stress situations
Interviewer- Does the school offer any sort of help or support?
Student C- Not really, I mean we have a guidance councilor but that's mostly for college stuff.
Interviewer- What do you think they could be doing to help?
Student C- I think that they could be available for more than just seniors or juniors and focus on more than college.
As all three students stated, they felt that school does in fact generate more stressful situations and influences either anxiety or depression. To which I asked them if their school made an effort to give them help and to what extent it was effective. Student B replied to this by saying, "some teachers try to help and I'm sure the councilors have helped some people." When I asked the students if their efforts really made an impact they told me: "not really." However, when I asked student A the same question, they replied a little differently by stating the following, "Not at all, honestly like Niwot could care less, they don't really think about students a lot and honestly my principle doesn't even know my name." This to me made a huge impression, being from Niwot High myself, I could agree that I am not really acquainted with the principle or see staff actively working to help students. In the past I have seen students thrive in classrooms where there is engagement with a trusted adult, more than in classrooms where there is not connection whatsoever with the adult.
In some cases, it's normal for adults to not know how to aid students who are struggling, however it is important to try and find new angles to tackle the situation. Like Leah Levy wrote in her article, Classroom Strategies For Helping Depressed Teen Students, "Without a doubt, when an educator believes a student is currently exhibiting or at risk for developing the symptoms of depression, it is crucial to reach out to the student and to recruit a support network, which may include the student’s family and the school counselor as well as any outside help, to intervene in the following ways."
For this reason I asked the students what would be most helpful to them. To this, student A said, "They could offer maybe a little more like council...but they don't...now that I'm a junior they only care about college. Like we never talk about anything else but my schedule." Student C said something similar, " I think that they could be available for more than just seniors or juniors and focus on more than college." Talking about the guidance counselors her school has. Much like student A and C both stated, right now most of the council they receive is directed toward college and strictly school related.
It would be fair to say that, this is a problem that not only affects the students, but others around them who may also be struggling through similar situations and haven't been able to confide in a trusted adult. As students spend much of their time in a school building, or with peers/staff, having someone they trust and can find support in is a healthy part of succeeding and growing in school.
However as the interviewees, like student A informed me, "My councilor has never sat down to have a conversation with me longer than three minutes, and about my school work." And like stated previously, when asked if the efforts their school makes to reach out really made a difference for students, student B said "not really." Lastly, student C informed me that, "I mean we have a guidance councilor but that's mostly for college stuff." It's clear to see, that all three students feel like they are lacking that supporting connection within a school building to help them cope with stressed caused by school.
So, as more and more students are found in great stress, and are being diagnosed with depression and anxiety, as schools it's their job to help students grow and overcome their struggles. Many schools strive to be the best they possibly can, whether it be getting good test scores from the entire student population, or winning state tournaments for sports; but at what cost to the students who struggle with mental disorders atop of stressful school work and activities. A school is a place where students are meant to learn and grow, and eventually go to college or whatever future plan they choose. However because of the great stress, I've discovered from talking to SVVSD students, that many are feeling discouraged in their school work. If our teen years are the base for a successful adult life, it is crucial that we are able to find genuine support in the adults we interact with on a daily basis. Sadly, as things are now, that aid is not seen as an important aspect of our school careers. If change is expected, and desired by students and families alike; it is important to find our voices and seek out the support Saint Vrain Valley District students deserve.
