Nurturing Well-Being: Harnessing the Power of Parental Mental Health Literacy in International Schools
By Martin Coul, OTII Founder
Amidst the dynamic blend of cultures and learning within international schools, there lies an invaluable yet often overlooked asset: equipping parents with the essential tools of mental health awareness to navigate the complexities of their children’s emotional landscapes.
As adolescents traverse the complex journey of their own well-being, parents stand as key stakeholders in recognising and addressing the challenges their children face.
Mental health literacy is defined as the knowledge and understanding necessary to recognise, manage, and prevent mental health disorders, and it is a cornerstone of effective support systems.
Mental health literacy can be further broken down into a few different factors:
• The ability to recognise mental disorders.
• Knowledge of treatments available.
• Attitudes that promote recognition of mental health problems and appropriate help-seeking.
• Skills to support others with mental health problems.
Did you know that research shows that international students have lower mental health literacy and help-seeking attitudes than domestic students?
This highlights the pivotal role of parental awareness in fostering resilience and coping mechanisms in adolescents, correlating heightened parental understanding with improved mental well- being outcomes.
The age of onset for various mental health disorders also underscores the critical importance of early intervention and awareness. Contrary to popular belief, mental health concerns can manifest at remarkably young ages.
Attention-deficit/hyperactivity disorder (ADHD) and anxiety, for instance, often rear their heads as early as 5.5 years old, while disorders such as obsessive- compulsive disorder (OCD) and eating disorders become apparent around 14.5 years old.
These findings debunk the notion that mental health concerns emerge solely in adulthood, emphasising the critical role of parental vigilance during childhood and adolescence.
Statistics from the National Alliance on Mental Illness (NAMI) and the World Health Organisation (WHO) reveal alarming trends regarding the prevalence and impact of mental health disorders among adolescents.
According to NAMI, three-quarters of mental illnesses begin before the age of 24, with half emerging by age 14. Similarly, WHO data highlights the global burden of mental health disorders among young people, with depression being the leading cause of disability worldwide among adolescents aged 15 to 19.
By equipping parents with the knowledge and tools to understand and manage the mental health of their children from an early age, we empower them to navigate life’s challenges with resilience and confidence.
Empirical research further highlights the benefits of early detection and intervention in mitigating the adverse effects of mental health disorders. Studies published in peer-reviewed journals consistently demonstrate that timely recognition and support can alleviate symptoms, improve functioning, and prevent long-term complications.
Moreover, longitudinal studies provide compelling evidence of the enduring benefits of early intervention, highlighting the potential for positive outcomes throughout adolescence and into adulthood.
In the context of international school communities, the challenges and stressors associated with migration can compound the complexities of adolescent mental health.
The decision to migrate to another country can introduce a myriad of opportunities and challenges, with profound implications for mental health. While the prospect of cultural immersion can enrich one’s worldview, it also entails navigating unfamiliar environments and coping with the stressors of adaptation.
For children and adolescents and also their parents, this transition may evoke feelings of isolation, identity confusion, or heightened anxiety. Recognising the potential impact of migration on mental health underscores the need for proactive support systems within international school communities. Parental attitude towards schooling also influences child development, and whether a parent enjoyed school often then impacts how heavily they want to be engaged in their own child’s education.
It would be ideal for all parents to want to be heavily involved in their child’s education and, subsequently, their well-being, but it’s understandable that some parents will have negative, and sometimes even traumatic, memories of their own time at school.
If a school has a large proportion of parents that did not enjoy their own education, and this is translating onto the proportion of parents who are engaged, it could be important to find ways to involve parents in their child’s education in a non-traditional way.
Tied to this, some parents might have preconceived ideas that schools should be purely for education and not be a place where children are taught about mental health.
Although it is important to understand these viewpoints, and these views could be tied to parents caring more about their child’s academic performance than their mental health, the reality is that children learn about their physical health in school, and mental health is equally as important as physical health.
Therefore, instead of accepting this reluctance to combine education and mental health support, the school needs to find a better way to communicate the benefits of discussing mental health within schools for their child’s well-being.
Academic success cannot be a benchmark of fulfilled potential if it comes at the expense of the child’s well-being. OTII® for Education offers tailored, term by term well-being solutions that are designed to address the specific needs of each school community.
By using an evidence based-data approach we focus on promoting ‘whole school’ well-being, encompassing not only students from Grade 3 and up, but also teachers, support staff and naturally the mental health literacy of parents.
By dispelling misconceptions, raising awareness, and promoting proactive intervention, parents can become invaluable allies in the journey towards mental fitness.
As we strive to cultivate inclusive and nurturing educational environments, let us recognise the profound impact of mental health literacy in shaping the future of our children and communities alike.
Join us in our mission to create nurturing and inclusive educational environments by prioritising mental well-being for everyone, every day. Let’s work together to shape a brighter future for our children and communities. Reach out to us today to learn more about how we can support your school community’s well-being journey.
About OTII:
OTII® is not another happiness app or work benefit. Our mission to make the worlds of work and learning better goes deeper. We start by giving you a clear view of well-being in your organisation. Then we help you put happiness and humanity at the centre.
It’s easy to see the appeal of stress management schemes and weekend retreats. They seem like an easy way to offset the problems of a high-performing culture. Stressed? Try yoga. Disillusioned? There’s an app for that.
The truth is, you need to embed well-being at the core of your business or place of learning. Our data-driven approach gives you the tools you need to support the mental health of those you have a duty of care for, not just for now, but for a lifetime. Discover how OTII® can transform well-being in your organisation. Visit our website or message to learn more.
