United States Concerning U.S. state policies as of 2020, three states have approved mandatory mental health curriculums. In July 2018, New York and
Virginia passed legislation that made mental health instruction mandatory in
public education. New York has made it mandatory for students from Kindergarten to 12th grade to undergo mental health instruction. There has been a growing popularity with school-based mental health services in United States public school systems, in which schools have their students covered for mental health care. People, on both the local and federal level, across the states are taking steps to redesign a system that is more favorable for students. This includes focusing on providing mental health services to them. This concept has the potential to allow students to have access to services that can help them understand and work through any stressors they may face within their schooling, as well as a better chance of intervention for those students who need it. In a study conducted in 2018 it was found that around 20% of college students in the United States had made attempts at suicide. A report by Healthy Minds in 2021 revealed that 5% of students had reported having planned to commit suicide in the preceding year. There are different kinds of students everywhere. Some might need more support than others, and some might learn at a faster pace than others. It is important to create an inclusive environment for all.
Canada In Canada, the Mental Health Strategy highlights the importance of mental health promotion, stigma reduction, and early recognition of mental health problems in schools to be a priority (Mental Health Commission, 2012). Ontario conducts a survey every year to keep track of how effective policies are for public schools. Administered by People for Education, the 2022-23 annual report provided insight into the lack of mental health support for students and how inaccessible specialists are for not only students, but educators as well. These surveys are useful data in making decisions on how money can be spent on public schools and what policies should or should not be enforced. Implementing comprehensive school health and post-secondary mental health initiatives that promote mental health and prevention for those at risk was recommended by the Mental Health Commission of Canada.
Bhutan In
Bhutan, efforts toward developing education began in 1961 thanks to
Ugyen Wangchuck and the introduction of the
First Development Plan, which provided free primary education. By 1998, 400 schools were established. Students' tuition, books, supplies, equipment, and food were all free for boarding schools in the 1980s, and some schools also provided their students with clothing. The assistance of the United Nations
Food and Agriculture Organizations'
World Food Programme allowed free midday meals in some primary schools. This governmental assistance is important to note in the country's
Gross National Happiness (GNH), which is at the forefront of developmental policies and is the responsibility of the government. Article 9 of the Constitution of Bhutan states that "the state shall strive to promote those conditions that will enable the pursuit of Gross National Happiness."
Gross national happiness GNH in Bhutan is based on four principles: sustainable and equitable economic development, conservation of the environment, preservation and promotion of culture, and good governance. Their constitution prescribes that the state will provide free access to public health services through a three-tiered health system which provides preventative, promotive, and curative services. Because of this policy, Bhutan was able to eliminate iodine deficiency disorder in 2003, leprosy in 1997, and achieved childhood immunization for all children in 1991. It became the first country to ban tobacco in 2004, and cases of malaria decreased from 12,591 cases in 1999 to 972 cases in 2009. An October 2017 joint report from the Departments for Education and Health outlines this approach with regard to staff training, raising awareness of mental health challenges that children face, and involvement of parents and families in students' mental health. The first wave of the government-led Children and Young People's Mental Health Implementation programme was launched in 2018. 58 mental health support teams were set up in schools and further education colleges to improve mental health in those aged 5 – 18 years. An evaluation on this initial roll-out found general satisfaction with the programme among schools, colleges and the young people who accessed support.
Singapore REACH is a program in
Singapore that looks to provide interventions for students struggling with mental illness. A quote from the REACH website reads, "The majority of children and adolescents do not suffer from mental illness. However, when a student has been identified, the school counselor, with consultation from the school's case management team, will look into managing the care of the student. When necessary, guidance specialists and educational psychologists from the Ministry of Education will render additional support. In 2010, the
Voluntary Welfare Organizations (VWOs), in collaboration with the
National Council of Social Service (NCSS), have also been invited to join this network to provide community and clinical support to at-risk children. Students and children with severe emotional and behavioral problems may need more help. The REACH team collaborates with school counselors/VWOs to provide suitable school-based interventions to help these students. Such school/VWO based interventions often provide the requisite, timely help that these students and children need. Further specialized assessment or treatment may be necessary for more severe cases. The student or child may be referred to the Child Guidance Clinic after assessment by the REACH team for further psychiatric evaluation and intervention. These interventions may include medications, psychotherapy, group or family work and further assessments."
Mexico Traditionally, mental health was not considered a part of public health in
Mexico because of other health priorities, lack of knowledge about the true magnitude of mental health problems, and a complex approach involving the intervention of other sectors in addition to the public health sector. Among the key documents anticipating the policy change was a report presented by the Mexican Health Foundation in 1995, which opened a very constructive debate. It introduced basic tenets for health improvement, elements for an analysis of the health situation related to the burden of disease approach, and a strategic proposal with concurrent recommendations for reforming the system. Mexico has an extensive legal frame of reference dealing with health and mental health. The objectives are to promote a healthy psychosocial development of different population groups, and reduce the effects of behavioral and psychiatric disorders. This should be achieved through graded and complementary interventions, according to the level of care, and with the coordinated participation of the public, social, and private sectors in municipal, state, and national settings. The strategic lines consider training and qualification of human resources, growth, rehabilitation, and regionalization of mental health service networks, formulation of guidelines and evaluation. All age groups as well as specific sub-populations (indigenous groups, women, street children, populations in disaster areas), and other state and regional priorities are considered.
Japan In
Japan and
China, the approach to mental health is focused on the collective of students, much like the national aims of these Asian countries. Much like in the US, there is much research done in the realm of student mental health, but not many national policies in place to prevent and aid mental health problems students face. Japanese students face considerable academic pressure as imposed by society and school systems. In 2006,
Japanese police gathered notes left from students who had committed suicide that year and noted overarching school pressures as the primary source of their problems. Additionally, the dynamic of collective thinking—the centripetal force of Japan's society, wherein individual identity is sacrificed for the functioning benefit of a greater collective—results in the stigmatization of uniqueness. As child psychiatrist Dr. Ken Takaoka explained to
CNN, schools prioritize this
collectivism, and "children who do not get along in a group will suffer."
China Chinese society widely agrees that attending prestigious schools can lead to high-paying careers and long-term happiness for children. Yet, in the pursuit of these objectives, a significant number of Chinese families are currently grappling with the challenge of educational
anxiety. The data from the
Program of International Student Assessment (PISA, 2018) reveal that Chinese students achieve high global rankings in academics, leading in reading, mathematics, and science. However, their life satisfaction scores, an important measure of mental health, are notably low. This situation indicates a trend where the increasing academic competition not only elevates the financial and time investments in education but also contributes to a rise in extracurricular tutoring and a significant academic workload for students. Several systematic reviews examining the occurrence of
depressive symptoms among students in China found that, on average, 17.2% of primary school students and 28.4% of Chinese university students exhibited signs of depression. In China, the focus on mental well-being of children and adolescents is highlighted in three interconnected policy frameworks: firstly, their mental health is recognized in broader national policies; secondly, it is a key focus within maternal and child health initiatives; and thirdly, specific policies are devoted exclusively to the mental health of this young population. Studies indicate that mental health promotion programs rank among the most effective efforts within health-promoting school initiatives. Efforts have been made to address academic stress, with recent initiatives aiming to reduce the burden on students and promote a healthier educational environment. In July 2021, the "
Double Reduction Policy" was introduced, mandating schools to decrease excessive homework and off-campus training, potentially alleviating academic pressure and enhancing students' psychological well-being. With China's
nine-year compulsory education program, primary schools play a key role in promoting and improving child mental health, serving as ideal venues for delivering related services. Additionally, it argued for assessing the prevalence of mental disorders and for increasing awareness of child and adolescent mental health from 30%–40% in 2005 to 80% by 2015. The plan also emphasized the importance of providing accessible information on mental disorder prevention and screening through primary care physicians. Psychologists and counsellors are mandated to be available in schools at all levels to address mental disorders and psychological issues. Furthermore, preschool educational institutions must conduct relevant forms of mental health education. In cases of traumatic events or other stressors, schools are obligated to gather specialists and provide psychological counseling and mental health support to children in need. It stressed the importance of improving the mental health service system in education, advocating for the establishment of counseling centers and the presence of mental health workers across all types of educational institutions, from colleges and universities to preschools.
South Korea South Korea has traditionally placed much value on education. As a nation that has a degree of enthusiasm like no other for education has created an environment where children are pressured to study more than ever. When mental health issues affect students there are very few resources available to help students cope. The nation's general view of mental health problems, such as anxiety, depression or thoughts of suicide, is that they are believed to be a sign of personal weakness that could bring shame upon a family if a member would be discovered to have such an illness. This is true if the problem arises in a social, educational or family setting. Rather than perceiving mental health issues as a medical condition and concern requiring treatment especially in students, a majority of Korea's population has perceived them as a
cultural stigma. A study found when surveying over 600 Korean citizens from the age of 20-60+ years in 2008, most of the older people, many of whom are parents, shared similar and negative views on mental health issues such as depression. The older adults generally were also found to have a negative view of mental health services, including those offered through the educational system, as they are deeply influenced by the cultural stigma around the topic. This negative view of mental health services in education has provided implications for students who are struggling emotionally, as many do not know what, if any, help might be available in the facilities of education. However, this does not mean no mental health services exist in the world or in the educational setting. The
World Health Organization (WHO) in 2006 collected data regarding Korea's mental health system. The goal of collecting this information was to attempt to improve the mental health system and to provide a baseline for monitoring the change. Despite Korea having a low budget for mental health services compared to other developed countries, it has taken steps to create long term mental health plans to advance its national health system such as raising more awareness for mental health, creating communities for students, and removing the cultural stigma around mental health. == Alleviation and fostering adjustment ==