Understanding Mental Health Across Educational Contexts provides an overview of mental health and mental health disorders from a Canadian classroom perspective. Providing definitions and current understandings of mental health challenges and disorders commonly found in K–12 classrooms, this text equips future educators with a toolbox of strategies and resources that they can use inside the classroom. Recognition and support for students and educators struggling with mental health or a mental health disorder has been growing in demand, and this text addresses the importance of this conversation in education while focusing on the interplay of student, teacher, and family. Divided into two sections on core concepts and practical applications, this edited collection covers topics such as mental health disorders frequently encountered within school settings and their relationships with academic achievement, technology, neurodiversity, and career development; Indigenous, queer, and anti-racist practice and praxis; educator mental health and wellness; trauma-informed teaching; and creating mentally healthy classrooms. This essential text is foundational for future educators and those in courses covering child and youth care, exceptional learners, early childhood education, or social work. Courses covering mental health, counselling, or psychology will also find value in this reference guide for common challenges faced by young people or families.

"Provides a significant overview of the matter of mental health and wellbeing with particular reference to educational contexts ... Presents an authoritiative and diverse account of: links between wellbeing and learning; interventions and initiatives in the field; evidence based practice guidelines; policy and practice examples." -- Back cover.

The second edition of A Handbook for the Study of Mental Health provides a comprehensive review of the sociology of mental health. Chapters by leading scholars and researchers present an overview of historical, social and institutional frameworks. Part I examines social factors that shape psychiatric diagnosis and the measurement of mental health and illness, theories that explain the definition and treatment of mental disorders and cultural variability. Part II investigates effects of social context, considering class, gender, race and age, and the critical role played by stress, marriage, work and social support. Part III focuses on the organization, delivery and evaluation of mental health services, including the criminalization of mental illness, the challenges posed by HIV, and the importance of stigma. This is a key research reference source that will be useful to both undergraduates and graduate students studying mental health and illness from any number of disciplines.

Mental wellbeing is an integral part of being, and feeling, healthy, and it is estimated that one in four people will suffer from some form of mental illness during their lifetime. In spite of this, it is often overlooked in mainstream healthcare. The overall aim of this book is to provide knowledge and understanding of how mental health affects human beings from conception through to end-of-life, and the challenges that society as a whole has to address in the treatment of mental health. Beginning with an exploration of historical, social and cultural contexts, the book then goes on to discuss mental health care, and mental health promotion, during pregnancy and early parenthood, childhood, adolescence and young adulthood, adulthood for both men and women, and in older people. Containing reflective exercises, the chapters are designed to provide an easily-accessible and engagingly-written introduction to mental health. Containing chapters that can be read and reviewed in isolation, or used as an entire text, Mental Health Across the Lifespan: A Handbook provides a solid introduction to mental health for students. The book will also act as a useful reference for doctors, nurses, midwives, health visitors, allied health professionals, and health and social care support workers who have no specialist mental health training but often work in partnership with, and care for, people suffering from mental health issues.

How can education better support the mental health & wellbeing of young people? Research in the 1970s that addressed this question has since proven seminal to the development of two co-existing fields of research that continue to offer mutually informative insights: Developmental Psychopathology (DP) and Educational Effectiveness Research (EER). DP and EER share the common agenda of understanding factors that relate to individuals’ learning and development: DP focuses on the individual learning and developing in context, EER investigates the educational systems, structures, and processes that shape how individuals learn and develop. Given the complementarity of DP and EER, it is somewhat surprising that they have rarely joined forces and synthesised knowledge to develop a fuller understanding of the roles educational contexts play in the mental health and wellbeing of students. This Research Topic aims to stimulate such collaboration.

This book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.

Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.

Discrepant results are the most common results of mental health research, and may even occur multiple times in a single study. But what do discrepant results mean? How are researchers to make sense of them? Do they tell us something important about mental health, and if they do, how would we know? Discrepant Results in Mental Health Research challenges all that we think we know about mental health.

Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health. However over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders. Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States.