Reflection on child’s mental health in a school setting

THE EDITOR, Madam:

As the focus is on mental health this Child’s Month, we must remember that mental health also includes how we identify, support, and respond to children who may be struggling developmentally, socially, emotionally, or academically. While many children are seen, encouraged, and celebrated, there are others quietly struggling in our classrooms, often unnoticed, ignored or misunderstood.

Recently, during a community service exposure at a basic school, the teacher gave the students a reinforcement activity and I was asked to distribute stars to those who had completed their work. While moving around the class, I observed that one child was engaged in imaginative play with an object representing an aeroplane instead of commencing the task like his other team members.  In making her rounds, the teacher, when passing the child would sometimes ask why the work had not started.  Although the teacher acknowledged that child had not begun the activity, little attention was given to understanding the challenges behind the disengagement. I observed a noticeable difference in the child’s engagement when compared to his peers, which suggested possible unmet developmental or learning needs.

After class, I learned that the teacher’s concerns had repeatedly been dismissed by the child’s mother, who appeared to be in denial. The teacher admitted to becoming desensitised after having many related unproductive discussions.  I then realised how easily children with developmental challenges can become overlooked when stigma and denial replace support. 

I urge all education stakeholders to strengthen the systems within schools that allow concerns about children’s mental health and development to be properly documented, followed up, and addressed through guidance, intervention, and referral where necessary. Parental denial should not become a barrier to a child’s mental health support and developmental care.

CONCERNED CITIZEN