Few individuals have direct access to our children like their teachers. Every morning, parents drop their children off at school and entrust them to the care of men and women to teach them academically.  Due to the time a teacher spends with a student, their influence can often go far beyond basic academics. Teachers observe the children they work with, notice small changes in their attitudes and behaviors, and most importantly, care about the students they teach.

This relationship can often go both ways.  Most people have strong memories of teachers they had in their lives, and they can recall the positive ways that a teacher shaped them and fundamentally altered the course of their lives. Perhaps, because of this relationship, it is not surprising that a parent brings their child to counseling in many cases because a teacher identified areas of concern. Oftentimes, when therapists work with children, one of the common questions asked of the child and the parents is about their behavior at school, specifically what teachers have reported.

When looking at mental health and children, parents and mental health professionals need to connect with teachers.

Let’s break it down; elementary school children are in school on average 6-7 hours per day, middle school students 7-8 hours per day, with about 160-180 days per year.  For our purposes, let’s use 7 hours per day at 170 days per year, which adds up to 1,190 hours per year that a teacher will spend with a child. Not counting sleep means that of all the hours in a year (8,760), teachers spend 13% of those hours with our children.  When you factor in sleep (avg 2,920 per year), that number becomes 20%.

When looking at mental health concerns, therapists need to have as complete a picture as possible, meaning that 20% becomes important. At the same time, teachers are not mental health professionals. They are, generally, not trained in recognizing the specific symptoms of depression, anxiety, ADHD, or other various mood and behavior disorders. Then again, neither are parents. Both parties can work together to identify changes in a child and bring that information to the professionals with that training.

What changes can parents or teachers look for? The general rule of thumb is any dramatic change, but here are some basic examples.

• Changes in appetite (increase or decrease)
• Changes in sleep (increase or decrease)
• Loss of interest in activities
• Difficulty sitting still
• Struggles to follow directions
• Easily distracted
• Difficulty focusing on non-preferred tasks (chores, schoolwork, etc)
• Increased fidgeting
• Increased conflicts with peers or authority figures

If you notice these as a parent, you must contact your child’s teacher to see if they notice the same thing. The same can work in the opposite direction. This information can be critical to therapists who want to get a complete understanding of your child and how best to help them. Even if the behavior is happening in one environment but not the other, knowing how to shape an appropriate treatment plan can be helpful.

When it comes to children’s mental health, we all want what is best for them. A teacher’s role in a child’s life is invaluable, and it is essential for parents and teachers to work together in the best interest of the children they both care about!