Mental Health in School Settings

Despite the widespread recognition of the critical nature of mental health, it is regrettably often the aspect that receives the least amount of attention. Even less attention is paid to the mental health of students in schools. Schools are required public health environments due to the fact that children aged 3 to 16 are granted access to education as a result of regulations mandating their attendance. An increasing number of educational institutions recognize the significance of structured curricula and programming in promoting mental health and well-being and social-emotional development. Mental illnesses that are misdiagnosed, untreated, or inadequately treated may impede a student’s progress, development, and growth. Childcare facilities possess a unique capacity to facilitate early detection, prevention, and Intervention strategies that benefit students ents at an early stage of development, due to the substantial amount of time children spend in productive settings. Impactful treatment and timely detection for children and their families can significantly improve the well-being of children who are afflicted with mental health disorders. Additionally, there should be a nation wide initiative to promote the development of more positive and engaging educational environments. This volume is intended to focus on the common mental health issues in schools in post-pandemic times, relationships, friendships, adjustments and parental issues, approaches, models and intervention strategies for creating positive school culture and climate, a range of positive outcomes (e.g. prosocial behaviours, student wellness, academic achievement, resilience etc.) and preventing negative outcomes (e.g., persistent stress, aggression, bullying, sexual abuse, substance use, depression, suicidality, anxiety, pandemic stressors etc.) and availability and efficacy of mental health enhancement resources in schools.