In recent years, the prevalence of mental health and behavioral disorders among children has risen alarmingly. According to the CDC, approximately 1 in 7 children between the ages of 2 and 8 has a diagnosed mental, behavioral, or developmental disorder (MBDD). This statistic only accounts for those who have received formal diagnoses.
MBDDs are notably more common among boys, non-Hispanic white children, and those living in poverty, particularly within the 6 to 8-year-old age group. However, these conditions can impact any child, underscoring the need for collective efforts to provide children with essential resources, support systems, coping strategies, and compassionate care.
Given that schools are where children spend a considerable portion of their time, one might expect that they would prioritize mental health. While many educators exhibit genuine care for their students, the question remains: Are schools adequately addressing the socio-emotional needs of their students? Mental health education deserves equal attention alongside traditional subjects like math and reading, as fostering kindness and cooperation is crucial.
A dedicated kindergarten teacher, Emily Cartwright, who has been educating at Maplewood Elementary in Ohio for over a decade, strongly believes in this. Recently, she posted an insightful message on social media, expressing her desire for her students to excel not only academically but also personally. She elaborated on her commitment to nurturing their mental health alongside their educational development.
Cartwright has been deeply affected by the current climate surrounding school safety, with ongoing discussions about gun control and the responsibilities of educators. “There’s a lot of finger-pointing between parents and schools,” she remarked. “But I’m here to focus on what we can do to help our kids.”
Emily emphasizes the importance of proactive measures to address mental health in the classroom. “I play a pivotal role in shaping young lives,” she said. “I strive to create a welcoming environment where learning is enjoyable. My students become an extension of my family.”
Every day, she welcomes her students with warmth and affection, aware that for some, her embrace might be their only source of comfort. She ensures that those in need receive food or clothing, understanding the significant impact these small gestures can have on their lives.
Over the years, Cartwright has encountered students facing significant hardships: abuse, neglect, parental incarceration, terminal illnesses, and even suicide. Many of her students grapple with their own mental health challenges, including anxiety that necessitates regular counseling. “These issues used to be rare, but they’ve sadly become normalized,” she noted.
Recognizing the need for change, Cartwright is advocating for schools to implement comprehensive mental health programs. Unable to wait for systemic changes, she took the initiative to create her own. Last year, she secured funding for an afterschool yoga and mindfulness program, which attracted over 100 participants—a promising first step towards broader reform.
“I’m committed to initiating a movement that prioritizes mental health education in our schools,” she stated. “Essential skills like self-management, growth mindset, social awareness, respect, and responsibility should be part of our educational framework. Unfortunately, budget constraints often sideline these vital topics.”
To facilitate this movement, she compiled a mental health reading list aimed at young children, serving as a foundation for a curriculum focused on mental health awareness. The list includes books addressing issues such as divorce, grief, the challenges of having incarcerated parents, autism awareness, and the importance of good citizenship. These are critical topics that necessitate open discussion, and Cartwright’s initiative is commendable.
She shared this reading list online, which has since gained traction and inspired various schools to implement it in their classrooms. “It’s rewarding to see others using my list to kickstart their own initiatives,” Cartwright explained. “I’ve received feedback from a wide range of educators and parents eager to support their children through this material. It’s a privilege to be part of this movement, and I’m excited to see it expand.”
The need for more passionate educators like Cartwright is evident. She has ignited a vital conversation about mental and emotional well-being for children—an issue that cannot be overlooked. It is heartening to witness educators taking such decisive action to support their students’ mental health and emotional growth.
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Summary
Emily Cartwright, a kindergarten teacher, has initiated a mental health awareness movement in schools, emphasizing the importance of addressing children’s socio-emotional needs alongside academic achievements. By implementing programs and creating resources, she aims to foster a supportive environment for her students, demonstrating the essential role educators play in shaping young lives.