Welcome to the simulation titled At-Risk for High School Educators. This is a transcript of the simulation designed for screen readers.
JACKIE: Hi, I’m Jackie Torres and I’ve worked in school mental health for over 15 years. During that time, I’ve spoken to so many teachers and school staff who are concerned about students who may be struggling with psychological distress but aren’t sure how to help.
I know you're an educator, not a counselor or psychologist. I don't expect you to diagnose students or address these issues on your own. However, you, and teachers like you, know our students better than almost any other adult in their lives. You’re in a great position to connect with students and to connect students who need help to people trained to help them. This can make a lifetime of difference, not only for students, but for their families and communities, as well. Our hope is that you’ll also see some improvements in academic performance, attendance, and school climate and safety.
Now, what do I mean by “psychological distress?”
Well, it could just mean a student is going through a rough time, that things at home or in their social life are causing them pain. Or it could mean the student is starting to show signs of a mental disorder, like anxiety, depression, disruptive disorders, or substance abuse.
According to the Centers for Disease Control, 13-20% of children living in the U.S. experience a mental disorder in a given year; that’s as many as one out of five.
CDC, 2016
We know that stress, depression, and anxiety can have major and lasting impacts on a student’s academic performance and can lead to disruptive classroom behaviors. In some cases, students may even begin to have thoughts of suicide, which is the second leading cause of death of children aged 10-14.
CDC, 2016
So we do have many at-risk students in our school system, and these aren’t always the students who stand out as being troubled. In fact, any student could be at-risk. Luckily, our school counselors and other mental health professionals are trained to help these students and connect them with resources in and outside of the school. By the way, when you hear me talk about school counselors, please know that, in your school, that person might have another title or role. It’s important that you know who is the right person in your school to go to for support.
So how can this program help you better connect with struggling students? This simulation features practice conversations with three virtual students -- each facing a different emotional challenge that’s affecting their academic performance, classroom behavior, and general wellbeing. You will play the role of a teacher and decide what to say to each of these students--bringing up what you’ve noticed, asking questions to better understand the student’s behavior, and if appropriate referring the student to mental health resources within the school.
Screen transitions to show Mr. Bauer.
JACKIE: This is Alex Bauer’s classroom. Alex has taught English for over 10 years, and co-sponsors The Key Club, a student-run charity organization.
ALEX: Hi.
JACKIE: So, why did you ask me here today?
ALEX: Well, I know my students are adjusting to a lot—they’re figuring out who they are, navigating new academic and social challenges—and all the while their minds and bodies are going through a lot of changes... So, anything I can do to help my students, I want to do it. (pause) My only concern is, I just don’t have a lot of extra time.
JACKIE: Of course. Well, the techniques I’ll show you today are all things you can integrate into your day. They won’t require any additional paperwork, just a little more observation and a few extra conversations. And the techniques you’ll learn should help you connect with students on topics other than mental health, as well.
ALEX: Okay.
On screen shows the words: Identifying, Approaching, Referring.
JACKIE: Let’s start with identifying. This means noticing what’s going on with your students: noticing worrisome behavior and worrisome changes in behavior.
Once you identify, you need to approach. That means letting students know you’re concerned and trying to better understand why they’re behaving the way they are.
Referral can mean referring the student to the counselor, referring the counselor to the student, or, better yet, both.
Some teachers want to skip approach and go straight to the counselor to refer the student, and that’s fine. It’s much better to do that than to do nothing at all; and, in an emergency, it might even be the best thing to do. However, students are often more motivated about seeing a counselor when they’re personally referred by someone they know and trust.
Today, you’ll help Alex identify, approach, and possibly refer three of his students.
JACKIE: So, Alex, do you have any students that you’re concerned about?
ALEX: Well, there’s a new eighth grade student, Mariah. I’ve seen her around school, in the hallway, in the cafeteria… She seems to always alone. A few months ago when the school year started, she seemed pretty motivated in class—she raised her hand a lot, she had thoughtful things to say. But eventually she stopped raising her hand at all, and now when I call on her she looks uncomfortable, answers in as few words as possible... sometimes she doesn’t even look up and make eye contact.
Yesterday, I partnered Mariah with a girl named Jen to do some peer editing. But I noticed that Jen kept rolling her eyes and talking with her friends instead of working with Mariah. Mariah rushed out of the room, looking upset. Then the bell rang.
JACKIE: I see why you’re concerned. Mariah’s behavior has changed a lot over the past couple of months. And something seemed to upset her yesterday.
ALEX: Yeah. I’d like to talk to her and see what’s going on.
JACKIE: As for the incident in class, you might want to talk with both Mariah and Jen, if you think they had an altercation. Just make sure you approach them individually, not together.
ALEX: Right. And, in your opinion, how worried should I really be about Mariah? What’s the difference between everyday middle school emotions and real distress?
JACKIE: Good question… When identifying students who are at-risk for psychological distress, look for worrisome behaviors or worrisome changes in behavior. Take a look at this list of warning signs, and think about any that you’ve noticed in your own students over the years.
JACKIE VOICEOVER: Take a look at this list of warning signs, and think about any that you’ve noticed in your own students over the years.
Sometimes we notice a warning sign like one of these because it stands out as extreme. For example, Mariah is isolated from her peers and she rushed out of class yesterday. Other times, we might notice a significant change in behavior that worries us. For example, Mariah used to participate in class, but now she doesn’t.
The important thing is to follow your instincts. If you’re worried about a student, approach him or her to see what’s going on. It can’t hurt to let the student know that you’ve noticed and that you care.
Now it’s time for you to help Mr. Bauer talk to Mariah. You’ll guide this conversation by choosing everything to say and ask. Your goals are to ask about what happened yesterday and how she’s feeling, and possibly to refer her to your school counselor.
Mr. Bauer: Hey Mariah. Thanks for coming by.
Mariah: Sure.
Mr. Bauer: I just wanted to check in after what happened in class yesterday.
Mariah: Yeah. Umm... I'm sorry about that.
Mr. Bauer: What happened yesterday? You seemed upset.
Mariah: I don't know, just... You partnered me with Jen, and I don't think she likes me very much.
Mr. Bauer: That sounds difficult, working with someone you think doesn't like you.
Mariah: Yeah, it really is.
Mr. Bauer: What makes you think that Jen doesn't like you?
Mariah: Um...this is so embarrassing. Well..like, yesterday she was saying that I, um... She said that I think I'm pretty, but that I'm not.
Mr. Bauer: Sounds like she may have just been trying to hurt your feelings.
Mariah: Her friends don't like me, either. I guess it's 'cos I don't wear the same clothes as them and they like to, like, point that out to me. It's so dumb.
Mr. Bauer: So you left class because Jen said some things that made you feel self-conscious.
Mariah: Yeah, and...I didn't want to cry and lose it in front of everyone. So I left.
Mr. Bauer: Well, I appreciate you telling me. That seems tough, especially because it sounds like you're having a rough time with some of the other girls, too.
Mariah: Yeah. They think I'm weird. And, like... Jen and her friends, they all sit at the lunch table together and they know everybody... they're the main people here. I mean--if they tell people not to like you, then nobody's gonna like you.
Mr. Bauer: So lunch has been pretty stressful?
Mariah: Well also, um, some of Jen's friends actually wrote on my Facebook wall, saying that you can't trust me and stuff. It's not fair! I didn't do anything to them. It wasn't like this at my other school. I wasn't weird there, like I had friends and everything...
Mr. Bauer: Sounds like it's been tough making friends here, and sometimes you might feel kind of alone.
Mariah: Yeah, like, everyone sits together at lunch and when I try to sit there, they look at me like, "Why are you sitting here?" And I feel like if I just, you know... walk up to somebody and ask if they want to hang out, they're gonna think I'm weird. So I don't really know what to do.
Mr. Bauer: You know, what you're feeling, I see it every year. Sometimes it takes a while for new students to find their place. But I've noticed you're a very good student--a great writer--
Mariah: Thanks.
Mr. Bauer: --And you seem to treat people very nicely. So I'm a lot more hopeful than you are about you making friends here. (cut to Mariah shrugging)
Mr. Bauer: You might not know this, but I sponsor the Key Club, and I think there may be some students in that club who you just might click with. If you're interested in joining, we'd love to have you.
Mariah: Maybe.
Mr. Bauer: We're meeting in this room tomorrow, right after school. I'd love for you to come by and check it out, and just see what it's like. What do you think?
Mariah: Can I think about it, and ask my mom if that's OK if I stay late?
Mr. Bauer: Sure.
Coach: Great job. Connecting Mariah to other students through clubs and extracurricular activities may help her make friends with other students. And asking if Mariah is willing to stop by, instead of telling her she should, gives her ownership over the idea and increases the chances that she will be receptive.
Mr. Bauer: Also, have you ever thought about talking with Ms. Ayers, our guidance counselor? (Mariah winces) I see you winced pretty big at that suggestion.
Mariah laughs.
Mr. Bauer: Here's why you might want to talk to her: It sounds like you're lonely here, you're getting picked on, and it's causing you some stress. That much stress is hard to handle alone. Now, you can always come and talk to me, but also I think Ms. Ayers can help you figure out how to find your way in the school and feel more comfortable.
Mariah: I guess I'm just kind of worried that if anybody knew I was talking to her, they might think I have... problems and stuff?
Mr. Bauer: Students go to her all the time and talk to her about all kinds of things, so I don't think people are gonna think twice about it. The other thing is, almost all of us have a problem at one point or another, and it can feel good to have someone to talk to about it. Ms. Ayers is a really good listener, and she's used to talking to students about just this kind of thing. How about we set up a time that I could introduce you to her? How does that sound?
Mariah: Um... Okay.
Mr. Bauer: That's great. What time would be good for you?
Mariah: Maybe before gym, if you could write me a pass?
Mr. Bauer: I can definitely do that.
End Conversation.
Mr. Bauer: Hey Mariah. Thanks for coming by.
Mariah: Sure.
Mr. Bauer: I just wanted to check in after what happened in class yesterday.
Mariah: Yeah. Umm... I'm sorry about that.
Mr. Bauer: It's not every day that a student runs out of my class. Is there anything you want to tell me about?
Mariah: Not really, I mean... (shrugs)
Mr. Bauer: Were you not feeling well?
Mariah: Yeah. I just needed to go to the bathroom. I'm sorry.
Coach text: These are both yes-or-no questions. They allow Mariah to give simpler answers, instead of going into detail. Instead, asking an open-ended question like, "What happened?" would encourage her to open up and give you more information.
Mr. Bauer: You looked upset, you left pretty suddenly.
Mariah: Yeah... I'm really sorry.
Mr. Bauer: What happened?
Mariah: (sigh) Well, I was editing Jen's paper and she, y'know, didn't want to be working with me, and she was talking to her friends and stuff and... this is so embarrassing. She was saying that I think I'm so pretty, but that I'm not and... I didn't want to lose it, and like, cry in front of everyone. That's why I left.
Mr. Bauer: Thank you for telling me. Has Jen ever said or done anything else to make you uncomfortable?
Mariah: Yeah, Jen and her friends... I guess I don't wear the same clothes as them and they like to, like, point that out to me. It's so dumb.
Mr. Bauer: So the other girls tease you about what you wear?
Mariah: Well, sorta. I guess they just think I'm different. And, like... Jen and her friends, they all sit at the lunch table together, they know everybody...they're the main people here. I mean, if they tell people not to like you, then nobody's not gonna like you. And some of Jen's friends actually wrote on my Facebook wall, saying you can't trust me and stuff, and it's not fair! I didn't do anything to them. And it wasn't like this at my other school. I wasn't weird there, like I had friends and everything...
Mr. Bauer: What did Jen and her friends write on your Facebook wall?
Mariah: Well it was only one night, and it wasn't really Jen but more like her friends. They were just saying stuff like... Well.. They called me a boyfriend stealer? Which is just like...ridiculous. And they told me they didn't want me here and I should go back to my other school.
Mr. Bauer: Wow, that sounds really harsh. How did you react when you read that?
Mariah: I...It really hurt, you know? Cuz, it's not true! I'm not--I just lent Jen's boyfriend my calculator because he didn't have one, and... I guess one of Jen's friends said I was, like, flirting with him or something. I was just giving him my calculator. I don't flirt with anybody! And I don't know how to make it stop, 'cos I'm new here and nobody's gonna stand up for me.
Mr. Bauer: We have a bullying policy here. Have you thought about filing a complaint?
Mariah: I don't know if it's bullying.
Mr. Bauer: Well in order to be Cyber bullying it needs to be "willful and repeated harm". It sounds like what happened was willful, I just like to make sure it isn't repeated.
Mariah: No! Don't say anything. It's gonna make it way worse. If those girls find out I told on them... No Mr. Bauer, please. Promise you won't tell.
Mr. Bauer: I understand you're worried. But when a student is being intimidated, it's a school concern. It affects everyone here.
Mariah: If people find out, no one will talk to me. I'll have to move away again or something.
Mr. Bauer: If someone retaliates against you, we take that very seriously, too. We're not going to leave you alone on this, I promise you. We're going to stick with you until everyone's able to deal with each other in a respectful way. OK?
Coach Text: Good choice. Even if an incident occurred off school grounds, most schools will require you to report it if it is having an impact within the school and disrupting a student's education. Familiarize yourself with your school's bullying policy as soon as possible. In the meantime, you may want to refer Mariah to the counselor. It sounds like she could use some additional support.
Mr. Bauer: Mariah, you've done such a great job telling me about the things that have been going on. Have you ever spoken to Ms. Ayers, the guidance counselor? You might want to talk to her: It sounds like you're lonely here, you're getting picked on, and it's causing you some stress. That much stress is hard to handle alone. Now, you can always come and talk to me, but also I think Ms. Ayers can help you figure out how to find your way in the school and feel more comfortable.
Mariah: I guess I'm just kind of worried that if anybody knew I was talking to her, they might think I have... problems and stuff?
Mr. Bauer: Students go to her all the time and talk to her about all kinds of things, so I don't think people are gonna think twice about it. The other thing is, almost all of us have a problem at one point or another, and it can feel good to have someone to talk to about it.
Mr. Bauer: Ms. Ayers is a really good listener, and she's used to talking to students about just this kind of thing. How about we set up a time that I could introduce you to her? How does that sound?
Mariah: Um... Okay.
End Conversation