A Culturally Responsive Approach to Mental Health in Schools

Session Type: Invited Speaker Session

Abstract

Education professionals have recognized the impact of mental health on students' learning and achievement, documenting consistently the ways mental health affects students’ college completion, coursework deadlines, exam performance, financial stability, and successful transition from high school to university life and into the work force. Complicating the challenges faced by students are also the demands placed on university staff who are hired to support mental health. Often these staff are themselves overly stressed and at risk of burnout. In this session, scholars explore an array of symptoms of poor mental health on university campuses and consider the ways universities are successfully, and unsuccessfully, seeking to promote the emotional health of their student body and staff.

Sub Unit

• Public Good: Power and Possibilities

Chair

• Stephen D. Hancock, University of North Carolina - Charlotte

Papers

• Curriculum Trauma: Investigating the Mental Health Impact of Biased Curriculum Content - Stephen D. Hancock, University of North Carolina - Charlotte

• The Well-Being Agenda in Education: Triumph or Tyranny for Children's Mental Health? - Catriona O'Toole, Maynooth University

• A Trauma-Informed Approach to Mental Health in Schools - Sejal Parikh Foxx, University of North Carolina - Charlotte

• The Medicalizing of Mental Health Issues of Migrant Young People Which Are More Commonly the Result of Exclusionary and Racist Immigration Policies - Elaine Chase, University College London

Discussant

• Stephen D. Hancock, University of North Carolina - Charlotte