Adolescence is a period of significant physical, emotional, and social change, making it a time when adolescents are particularly susceptible to stress. During this stage, hormonal fluctuations can lead to mood swings, social dynamics become more complex and peer relationships often take on increased importance, and academic expectations and concerns about the future can all contribute to increased stress levels.

As adolescent students experience these changes, they experience varying reactions to stress in the classroom. This makes it challenging for educators to recognize when students are struggling. Why is it difficult for teachers to notice?

Students may appear to be okay. They may interact well with others, manage their tasks, or not express any visible concerns. Even if they appear stressed, it can be perceived as typical ups and downs or developmentally normal. Additionally, some students may be skilled at masking their stress, out of fear of being judged or not fully understanding what they are experiencing. Other students might experience subtle changes in behavior, attendance, or academic performance, which can be overlooked in the hustle and bustle of a classroom. If these internal struggles are left unaddressed, they may manifest in unpredictable problematic behaviors.

Their reactions may seem like typical puberty. Adolescents may be easily irritable, exhibit frustration, or show aggressive behavior, which can be seen as normal aspects of adolescence. However, others might lose interest in activities they once enjoyed or distance themselves from friends. What might seem like indifference or laziness could actually signal the beginning of more concerning behavior.

Their concerns may be unpredictable. The unpredictability of stress in adolescents poses a challenge for educators. Adolescents are more prone to experiencing intense stress in response to relatively minor causes compared to adults. For instance, even minor scoldings or a drop in grades can evoke feelings of worthlessness or thoughts of self-harm. This heightened stress sensitivity can lead to impulsive and extreme reactions, increasing the risk of self-harm, substance abuse, or other risky behaviors.

Therefore, educators may find it difficult to recognize when students are experiencing mental health challenges. However, students might send signals, either intentionally or unintentionally, indicating they are struggling. While these signals can sometimes be noticeable, they are often unclear and not evident enough to confirm that a student is at risk of facing mental health challenges.

By understanding the following three teen tendencies, teachers can become better detectives when it comes to decoding their students’ mental health:

#1. Students have different emotional reactivity compared to adults.

When imagining individuals with mental health challenges, you might assume they are consistently down or unable to improve their mood. However, adolescents can show greater emotional fluctuations. For example, they may appear happier or more engaged when interacting with friends or playing games. This variability can lead to the misconception, “They seemed fine just now, engaging with friends—how could they be depressed?” However, these students might feel severely depressed when alone, despite appearing fine in social settings. Understanding these nuances is crucial for teachers to accurately identify and support students facing mental health issues.

What can teachers do?

• Let students know that it is okay to feel down sometimes and encourage them to express their emotions healthily by normalizing fluctuations (“It’s completely normal to feel up and down. Everyone experiences different emotions throughout the day.”), encouraging open communication (“If you are feeling sad or upset, please don’t hesitate to talk to me. We can work together to find ways to feel better.”) or offering support (“I am here to listen if you need someone to talk to. We can figure this out together”).
• Educate students about the natural fluctuations of emotions during adolescence.
• Integrate activities for emotional regulation, such as mindfulness exercises, meditation, or journaling.

#2. Students are more affected by their environment.

Adolescents’ heightened sensitivity to external stimuli compared to adults makes them more prone to frustration and anger over seemingly minor triggers. This emotional volatility can lead adults to dismiss their behavior as “typical teenage angst” rather than recognizing it as a potential indicator of deeper issues. However, excessive irritability and aggression can be symptoms of underlying mental health conditions like depression.

Furthermore, adolescents are highly sensitive to peer evaluation and societal pressures. This can lead them to dwell on and magnify their perceived flaws and mistakes. Social media exacerbates this issue, as adolescents constantly compare themselves to the curated, often unrealistic, portrayals of others’ lives. The added pressures of social media and technology intensify these challenges, influencing adolescent self-perception and emotional well-being. By understanding the complex interplay between external influences and adolescent behavior, teachers can become more adept at identifying and addressing students’ mental health needs.

What can teachers do?

• Normalize that seeking help for mental health concerns is a sign of strength, not weakness. Here are statements teachers can use to normalize help-seeking: “It’s okay to ask for help when you’re feeling down. We’re all in this together.” “Asking for help is a sign of strength, not weakness. We all need support sometimes.” Or “Taking care of your mental health is important. Don’t be afraid to talk to someone if you need help.”
• Guide students in identifying their strengths and weaknesses, fostering self-awareness and a sense of personal identity.
• Guide students to manage alone time and friendships in a healthy way by scheduling “me time,” setting boundaries, and prioritizing quality in relationships over quantity.

#3. Expressing emotions verbally can be particularly challenging for adolescents. 

Adolescents may struggle to articulate feelings of sadness, pain, or distress, leaving them with a well of unexpressed emotions. This difficulty can lead to a cycle of avoidance, where they either refrain from expressing themselves altogether or isolate themselves further.  The fear of being misunderstood or judged can also be a significant barrier. This reluctance to open up can leave emotional issues unaddressed and festering, potentially leading to an escalation of problems over time.

Teachers can play a crucial role in overcoming these communication barriers. By creating a safe and supportive environment where students feel comfortable expressing themselves without fear of judgment, teachers can encourage open communication and help students develop healthy coping mechanisms for dealing with difficult emotions.

What can teachers do?

• Foster trust and rapport through one-on-one conversations where students feel listened to and understood.
• Guide students in articulating their emotions by encouraging them to specify how they feel. A feelings wheel can be useful to help students identify and express their emotions more accurately.
• Assure students that you are available to help and support them.

While some stress is a normal part of life, excessive or prolonged stress can have a detrimental impact on adolescent well-being.  Unfortunately, unspoken feelings can remain hidden, even from those closest to them. This can make it difficult to recognize when students need help.

Adolescents often express their distress through indirect means, such as anger, pessimism, or guilt. These behaviors can be misinterpreted as simply teenage rebellion. However, these emotional outbursts are often a cry for help, a masked plea for guidance.

By recognizing these unique expressions of stress, adults can create opportunities for sincere conversations. By listening to the genuine emotions hidden behind these behaviors, adults can help adolescents reshape their thinking and develop healthy coping mechanisms.

The Scanlan Center for School Mental Health recently launched “Nurturing Healthy Minds” to equip parents/caregivers with language and indicators to better understand their children’s mental health and distinguish between stress, distress, and crisis. This tool can also help educators gauge potential mental health concerns in their students.

Students need your help, but they may not always be able to directly express that need. Understanding how stress manifests in adolescents allows you to bridge the communication gap and provide the support they truly require. This starts with looking beyond behavior, mood, or academic performance, and using open-ended questions.

Most importantly, normalize, accept, and empathize with their struggles instead of assuming their behavior is mere rebellion. Together, we can create a supportive environment where every student can thrive.

References

Brinegar, K., & Caskey, M. M. (2022). Developmental characteristics of young adolescents: Research summary. Association for Middle Level Education.

Collie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87.

Bruce, D. F. (2022) Depression in Teen. WebMD. Retrieved from:  https://www.webmd.com/depression/teen-depression

Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional dysregulation in children and adolescents with psychiatric disorders. A narrative review. Frontiers in Psychiatry, 12, 628252.

Radez, J., Reardon, T., Creswell, C., Lawrence, P. J., Evdoka-Burton, G., & Waite, P. (2021). Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies. European Child & Adolescent Psychiatry, 30(2), 183-211.

Stumper, A., & Alloy, L. B. (2023). Associations between pubertal stage and depression: A systematic review of the literature. Child Psychiatry & Human Development, 54(2), 312-339.