Why Educational Excellence will Support Student Mental Health

Many of us probably know someone in our lives that has been affected by mental health challenges, especially students at higher grade levels. But before we prescribe an antidote for the malady, do we have an understanding of the problem? Do we understand what students are feeling? Do we understand the root causes of these increasing mental health challenges? Only until we find answers to these questions can we try to come up with solutions that will address these challenges. Just like scientists need to do their research, we must address student mental health challenges with a data-driven approach with good analysis. For any solution to be implemented, we need to collect data and evaluate whether a solution is working as intended. We need a data-driven, evidence-based approach to fighting student mental health challenges.

For example, when we go to a doctor for an ailment, we go through medical tests to determine the issues present before prescribing medicine. Our efforts to improve student mental health should take on a similar path.
The recent changes to AP courses and exam registration were communicated out of the belief that too many AP courses will create student stress and more mental health challenges. As a result, the district eliminated various options for students to take and register for AP exams. This feels like a decision made without a thorough check-up before prescribing medicine to address an ailment.
In reality, stress is not the only factor to consider when it comes to mental health. Let’s take a step back to look at the fundamentals of well-being, devised by a well known psychologist whose work is being studied in our high school curriculum: Maslow’s Hierarchy of Needs. After basic physical needs are met, students need self-esteem and eventually self-actualization. Frustration, limited options, and a restrictive environment does not contribute positively to self-esteem or self-actualization. When students feel they are achieving their potential and are well prepared for the future, their mental health will improve. The fact of the matter is that education excellence helps student mental health, not hurt.
In seeking education excellence, students will learn how to manage stress. Being able to manage a highly demanding list of responsibilities and tasks as an adult is an essential skill to have. Although our schools should make sure mental health resources are available for all students, we also need to make sure that students understand that seeking these resources, such as a counselor referral, is not looked down upon. Seeking mental health support should not be a stigma in our schools.
As I campaign for my bid to be a member of the Board of Education, I have the opportunity to hear the concerns of students, teachers, and families who have voiced their concerns about the increasing mental health challenges facing students. Student mental health is complicated; therefore, we need a data-driven, evidence-based approach to tackling this issue.
I have been a mental health ambassador for a non-profit organization called United for Impact (unitedforimpact.com) which has been working on improving mental health. For example, this past summer, the foundation held a Mental Health Awareness Forum here in Bridgewater. As a BOE member, I will continue to look out for the interests of students, particularly as it relates to student mental health challenges. I believe that by engaging experts and utilizing a data-driven approach, we can make a positive impact in improving student mental health in our schools.
With early voting underway and Election Day coming up, please vote Li for BOE in Column C.