In the Age of "No Child Left Behind": Working with Mentally Ill Students in the Classroom
Robert Walden
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In an age of inclusion and "No Child Left Behind" man general education teachers are finding students with serious and persistent mental illnesses being placed in their classrooms. While, at times, this may cause trepidation, it does not have to. Having students with disabilities, including mental h 
ealth disorders in mainstream learning environment can be an enriching and rewarding experience - if handled appropriately.
If you are a general education teacher who finds yourself assigned to teach a student or students with mental health disorders it is crucial you gather essential information about the student's disorder. One of the best things you can do is to educate yourself about the signs and symptoms of the child's diagnosis. It will also be helpful for you to connect with other professionals who have worked with the child to learn how the diagnosis manifests in the individual and some effective intervention techniques you can use to assist the student.
Once you have knowledge about the disability and interventions, use the information to create a respectful classroom environment. You will want to work to build rapport and communicate with all your students - but especially with students who are struggling with mental health issues. It will be helpful if you explain discipline procedures in advance, as well as the standards and expectations of your class. Focusing your classroom behavior management style on preventative discipline will eliminate many major disruptions and allow you to maximize the learning experience in your classroom.
A calm quiet learning environment will be helpful for students with mental healthy disorders. A calm classroom is frequently perceived as being "safe" by these students. Like all of us, when a student with mental health issues feels safe and secure they are more likely to perform better. Always be sure the student is in sight of another adult - either teacher or paraprofessional - this, again, helps the student feel safe and secure and helps you monitor behavior and head off any problems.
If you are a general education teacher who finds yourself assigned to teach a student or students with mental health disorders it is crucial you gather essential information about the student's disorder. One of the best things you can do is to educate yourself about the signs and symptoms of the child's diagnosis. It will also be helpful for you to connect with other professionals who have worked with the child to learn how the diagnosis manifests in the individual and some effective intervention techniques you can use to assist the student.
Once you have knowledge about the disability and interventions, use the information to create a respectful classroom environment. You will want to work to build rapport and communicate with all your students - but especially with students who are struggling with mental health issues. It will be helpful if you explain discipline procedures in advance, as well as the standards and expectations of your class. Focusing your classroom behavior management style on preventative discipline will eliminate many major disruptions and allow you to maximize the learning experience in your classroom.
A calm quiet learning environment will be helpful for students with mental healthy disorders. A calm classroom is frequently perceived as being "safe" by these students. Like all of us, when a student with mental health issues feels safe and secure they are more likely to perform better. Always be sure the student is in sight of another adult - either teacher or paraprofessional - this, again, helps the student feel safe and secure and helps you monitor behavior and head off any problems.