What happens when we lose our minds?

by Maurice D. Smith, GUEST COLUMNIST

Mental health, when viewed on a continuum, is a state of psychological and emotional well-being in which an individual demonstrates a capacity to cope with stress without having his functional ability being impaired. Ignorance restricts our interpretation of mental-health disorders to temperaments brought on by schizophrenia or psychosis, but a myriad of other less apparent dispositions characterise maladjustment.

Teachers are charged with the responsibility of shaping the social and emotional development of our youngsters, whose learning is inextricably linked to what and how they think and feel. A longitudinal United States study confirmed that students whose emotional skills were honed scored higher on standardised tests. Research data substantiate that more adolescents are dropping out of school given their inability to respond appropriately to increasing societal pressures.

One can suggest the obvious: Have principals build the capacity of their teachers to better support students; increase the number of guidance counsellors (who arguably can only administer preventive and interventive systems as their training in individual therapy is insufficient); and create a school climate that facilitates psychosocial health.

Disorders

But what happens when it is the principal, counsellor or teacher that is mentally unhealthy? How do we support the professional that is depressed, delusional, manic or emotionally unintelligent? What is our ethical and moral duty to those who suffer from personality and anxiety disorders?

Having taught the course 'Abnormal Psychology' at the degree level, I can recount two landmark studies that sought to approximate the number of school personnel whose mental-health status was questionable. In one study of 600 teachers, 11 per cent had experienced some form of nervous breakdown and several had contemplated suicide. In another study, it was concluded that the probability of a child up to 12 years old being taught by a teacher with some maladjustment was 7:1. Were we to apply the theory of generalisability, these frightening statistics present grave implications for our education system.

Teachers are not exempt from problems which, at times, impact our ability to think rationally. Death and dying, economic viability, grief, interpersonal conflicts, failed relationships, health and trauma are regular concerns. However, the conditions in our schools give rise to maladaptive behaviour and, in other instances, serve as precipitators and precursors.

Teachers spend quality time planning lessons in a manner that meets the varied needs of students, but then conveying their concepts is a beast of a different nature, as delivery is dependent on factors, many of which fall outside the teacher's sphere of control. These include gang violence and conflicts between or among students, some of whom are abused, hungry and/or tired having not slept well, if at all, the night before.

Teachers ascertain pupils' comprehension levels and use that data to inform subsequent teaching. Additionally, reports on student performance must be generated to both internal and external stakeholders, and it is the teacher that bears this responsibility.

It is the same teacher who facilitates many co-curricular activities and is called upon to ensure that the school is adequately represented in the plethora of academic and non-academic events staged by both public- and private-sector entities. Teachers have to meet the demands of the school when its leaders are sometimes inactive or invisible in the institution and community. Teachers play lead roles in school committees established to enhance aesthetics on campus, raise funds for student and teacher welfare, and assist parents to do their job.

Unfortunate paradox

The public judges the teacher for the way he conducts himself outside school hours, as we are held to ideals of propriety. Then there are calls for greater accountability and increased performance which often inundate the teacher with a rapid succession of initiatives geared at developing curricula, evaluating programmes or managing performance.

The point is that the teacher is never off duty, and very few careers can compare with the multiplicity of roles indicative with teaching. Anyone who, therefore, chooses to teach is simply a creature of a special ilk, as few people possess the fortitude to do all these tasks well while maintaining a balanced life.

It is an unfortunate paradox that public servants who impart values often do not feel valued and so we should move with alacrity to implement mechanisms that support them in their professional and personal lives.

A good place to start is making particular decisions about the way we select, train, deploy, and reward teachers, as each stage presents significant opportunities for mental-health care. To do otherwise is tantamount to our losing our minds.

Maurice D. Smith is a doctoral student at Howard University. Email feedback to columns@gleanerjm.com and maurice.d.smith@bison.howard.edu.