DEPRESSIO

N AND

ANXIETY

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Heather Koster, MSW, LICSWCayla Rother, LSW, MaEdJyoti Sinha, MSW, LGSW Nancy VanHorne, MSW, LICSW

What does depression and anxiety look like at

different ages from a School perspective?

THE PRE-K YEARS

Depression

Looks bored or listless

Seems left out / rejected

Not interested in activities including play

Not having fun or enthusiastic

Looks sad and tearful

Doesn’t seem to care about anything

Avoids contact with others / rejects others

Seems cranky, irritable or moody

Needs to rest frequently / looks tired

Cries for no apparent reason

Looks angry / argumentative

Hits or fights with others

Physical complaints (head aches, stomach aches)

Anxiety

Has difficulty stopping worries

Worries he will do something embarrassing or “stupid” in front of others

Keeps checking that he has done things right / needs constant reassurance

Tense, restless or irritable due to worrying

Is scared to ask an adult /teacher for help

Is reluctant to go to sleep without you or to sleep away from you / home

Has trouble sleeping due to worrying

Afraid to talk or write in front of others / class

Worried that something bad might happen to him or a parent (kidnapped, lost, sick,

death) so he won’t be able to see you again

Becomes overly distressed about your leaving him at school / daycare (separation)

Physical complaints (head aches, stomach aches)

SIGNS AND SYMPTOMS

The Elementary Years

Depression

Sadness that won’t go away

Frequent fearfulness

Low self Esteem and guilt

Hopelessness

Irritability

School avoidance

Frequent complaints of aches and pains

Thought of death or suicide

Self-deprecating remarks

Persistent boredom, low energy, or poor concentration

Increased activity

Anxiety

(generalized anxiety disorder, phobias, social phobias, Obsessive-compulsive

disorder, panic disorder, post-traumatic stress disorder)

Absences

Refusal to join in social activities

Isolating behavior

Excessive worry about homework/grades

Physical complaints

Unrealistic, obsessive fears

Tension about everyday life events

SIGNS AND SYMPTOMS

The Middle Years

Depression

Poor academic motivation

Flat affect or sad demeanor

Social isolation

Pessimism and feelings of hopelessness

Irritability and overreactions

Sleep changes

Fatigue

Somatic complaints

Appetite changes

Loss of interest in activities or school participation

Anxiety

Somatic complaints such as; headaches, stomach aches

& muscle pain

Excessive worry leads to avoidance behaviors; (assignments, class,

attendance, social isolation)

Sleep disturbances

Restless, irritability and frustration

Falling grades

Panic attacks

Frequent bathroom trips

SIGNS AND SYMPTOMS*IN ADDITION TO THE OTHER SYMPTOMS EXPLAINED IN

YOUNGER AGES*

The Teen Years

Depression

• Difficulty concentrating

• Sleeping in classes

• Changes in attendance

• Drop in grades

• Sudden frustration with school

• Low energy

• Withdrawl from normal school activities

• Major behavioral changes (defiant, overly moody,

chemical use)

Anxiety

• Frequent somatic complaints

(headaches, stomachaches, etc)

• More visits to the health office

• Drop in grades

• School avoidance

• Panic attacks during the school day

SIGNS AND SYMPTOMS

WHERE TO GO, WHAT TO DO?

You are the expert when it comes to your child.

However, there are people at your child’s school

who can be helpful, and you should feel comfortable

talking to them.

Why should I talk to someone at my child’s

school?

• School staff members can do a better job of

teaching your child if they know what health

and/or mental health help is needed.

WHO CAN I TALK TO AT MY CHILD’S SCHOOL?

Whoever your starting point is, please know that we work together to figure out who is best to

work on interventions with your child.

• Classroom teacher • Principal or assistant principal

• School nurse • School social worker

• School counselor • Special education case manager

• School psychologist • Transition teacher or specialist

What I say• I’m concerned

• What do you see at home?

• Let me know if I can help

• Have you discussed it with your pediatrician? Did you bring the specifics up during your visit?

What does it mean• We are partners. Please know the

professional saying this believes your child is displaying behavior not typical to his or her peers.

• We are trying to gather information about different settings (home, school, daycare). It helps to determine a course of intervention.

• If you are worried about treatment cost, there are resources in the community I might be able to connect you to.

• Some parents assume the school professional is asking them to medicate their child. Not the case. Medical professionals have knowledge and access to medical resources that are additional to what a school does.

COMMUNICATION

WHAT SHOULD I EXPECT FROM THE SCHOOL?

• To be treated as a key partner in your child’s

education and care.

• To get answers to your questions in a

language you can understand, in writing if

you ask for it.

• To be told about any health or behavior or

emotional related problems that happen at

school.

• To have a teacher, school nurse, counselor,

or social worker answer questions about

your child’s needs.

ADVOCATE! We want you to be heard.

If you don’t feel you have been, please feel free to talk to someone else.

WHAT SERVICES ARE AVAILABLE AT MY CHILD’S SCHOOL?

-Social Work Services: resource referral ; collaboration with teachers; short term therapeutic interventions

-School Psychologists, Guidance Counselor, School Nurse are also available

We communicate as a team and schools have a process in place for addressing student needs (Student Assistance Teams, Problem Solving Teams, Response to Intervention).

What are some of the possible

interventions at school to help my

child?-Check ins during the day-Assisting with testing environment (small group testing, or quiet area for testing for test anxiety)-Skill teaching/training-Emotional regulation-Break times/break areas -Support strategies recommended by therapist/doctor

What if those interventions

aren’t enough?

When mental health needs are significantly impacting learning, there is a process in every district to review and determine the best plan of action for your child and their needs.

-Special Education Evaluation-Section 504 Plan